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HIGH SCHOOL 

MANUAL 



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SOUTH DAKOTA 



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1922 



Published by 

J. FRED OLANDER COMPANY 

Official Publish*rs 

Pierre, South Dakota 



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HIGH SCHOOL 

MANUAL 



FOR 



SOUTH DAKOTA 



Revised under the direction of 

FRED L. SHAW 

Superintendent of Public Instruction 



Published by 

J. FRED OLANDER COMPANY 
Official Publishers 

Pierre, South Dakota 






Copyright 1922 

By FRED L. SHAW, 

Superintendent of Public Instruction. 



OUi 19 

C1A687787 



TABLE OF CONTENTS AND INDEX 



Page 

Agriculture 131 

Art 8 

Bible 14 

Civics 120 

Commercial 20 

Bookkeeping 20 

Arithmetic 21 

Geography 22 

Law 22 

Shorthand 25 

Typewriting 23 

Economics 125 

English 26 

First Year 27 

Second Year 30 

Third Year 32 

Fourth Year 33 

Argumentation and Debate 35 

Public Speaking 35 

Foreign Languages 37 

French 39 

German 40 

Latin 37 

Spanish 38 

History 109 

Ancient 109 

English 124 

Modern 113 

United States 118 

Home Economics 132 

Introduction 5 

Manual Training 134 

Mathematics 42 

Algebra Elementary 42 

Algebra Advanced 44 

Geometry Plane 44 

Geometry Solid 49 

Trigonometry 52 

Music 54 

Natural Sciences 59 

Biology 59 

Chemistry 62 

General Science 72 

Physics 82 

Physiography . 92 

Normal Training 98 

Physical Education 106 

Printing 136 

Standards of Accreditment 6 

Sociology 128 



FOKEWOKD 



Preparation. 

The high school course of study under which we have been work- 
ing was made out by a committee appointed by Superintendent C. H. 
Lugg, at the suggestion of the high school executives' meeting at 
Deadwood in 1914. Since then conditions have so changed and so 
many different courses have been called for by the high schools of 
the State that that course fails to meet our needs. In 1921, at a 
meeting of the South Dakota Education Association at Huron, the 
high school executives requested the State Superintendent of Public 
Instruction to appoint a committee to prepare a new course. Such 
a committee was appointed in the spring of 1922 by Hon. Fred L. 
Shaw, State Superintendent of Public Instruction, and this course is 
the result of the work of that committee, under the direction of Mr. 
Shaw. Many other courses of study have been gleaned from and 
many of the high school teachers of the State have assisted in prepar- 
ing the material. The committee regrets that the list of those who 
were consulted is too long to be given personal mention but desires 
to thank each and all for the help given. 
Smith-Hughes Courses 

The courses in Smith-Hughes Agriculture, Smith-Hughes Home 
Economics and Smith-Hughes Trades and Industries are not included 
in this Manual but are published in a separate bulletin. Anyone 
interested in these courses should write to the Department of Public 
Instruction for copies of the bulletin. Many of the high schools of 
the State are now giving them and drawing aid from the State and 
Federal Governments. These courses are especially desirable for 
pupils who are not planning to take a college course after finishing 
high school. 

The Purpose 

This course is put out as a guide for the various high schools but 
not with the intention that it shall be a hard and fast rule to which 
all the work of the State must conform. It is rather a statement of 
the essentials that should form the basis of our high school course. 
It is not desired that every high school in the State should follow 
identically the same course of study but it is desirable that every 
high school graduate should have all the constants required. The 
work as outlined should, we believe, form the basis of every high 
school course in the State, leaving each school free to add to the re- 
quirements or develop the course as local conditions demand and re- 
sources permit. 

It is advised, ""however, that those who are unfamiliar with con- 
ditions in South Dakota or those who have had little experience in 
high school work shall conform as nearly as possible to the courses 
as here outlined. It is also essential that, when a course of study 
has been formulated for any particular school and adopted by the 
Board of Education for that school, it be not changed to suit the 
whim of every new teacher. "Secure teachers to fit the course rather 
than get courses to fit the teachers. 

REVISION COMMITTEE. 



INTRODUCTION 



The revision committee presents herein the results of their ef- 
forts. I have approved the work as well done. It is left to the prin- 
cipal and high school teachers in each high school to adapt the course 
to fit the needs of the community. As stated by the committee, it 
it is not expected nor desired that all high schools have the same 
course of study. It is desired, however, that as nearly as possible 
each high school meet the standards set, and that the course of 
study in the high schools of the state shall contain the required eight 
constants. 

Each high school should guard well its entrance requirements. 
No pupil should be encouraged to leave the grades and undertake high 
school work who has not received an eighth grade diploma granted 
by a county superintendent or one that can be endorsed by him, or 
its equivalent. This will enable such pupil to take advantage of the 
free high school tuition law, should he establish a residence in a dis- 
trict wherein no high school is maintained. Pupils coming from non- 
accredited high schools to accredited ones should be required to 
establish by proper tests the quality of the non-accredited work before 
credit is given upon it. Credit should be given only when the quality 
of the work is as high as is required in the school where the work 
is accepted. Do not cheapen quality to get numbers. Let us look 
forward to the time when little high school work will be undertaken 
that can not be accredited. "Not how much but how well" is a good 
motto. 

The promotions will be made under the supervision of the 
principal and high school faculty. For many reasons the Department 
of Public Instruction does not prepare nor send out examination 
questions for high schools. The entire supervision of the promotions 
is left to each high school faculty for its school. I am sure this re- 
sponsibility will be well cared for. This course is not perfect, but it 
shows progress. With it as a guide, let us continue to go forward. 

FRED L. SHAW, 
Superintendent of Public Instruction. 



HIGH SCHOOL MANUAL 



A(VREI)ITMENT OF HIGH SCHOOLS 



Classification of High Schools. 

The accredited high schools of South Dakota shall be classified 
as One Year, Two Year, Three Year, and Four Year Schools. The 
requirements of their courses shall be: 

One Year Schools — English I, Elementary Algebra and two elec- 
tives. One teacher required. 

Two Year Schools — English I and II, Elementary Algebra, Plane 
Geometry and four electives. Two teachers required. 

Three Year School — Six constants (including those given for 
Two Year School), and six electives Two teachers required. 

Four Year Schools — All of the constants of this course and not 
less than seven electives. Three teachers at least required. No alter- 
nation allowed. 

Standards of Accreditment. 

A high school to be recognized as an Accredited High School 
must meet and maintain the following conditions: 

1 . The location and construction of the buildings, the lighting, 
heating and ventilation of the rooms, the nature of the lavatories, 
corridors, closets, water supply, school furniture, apparatus, and 
methods of cleaning shall be such as to insure hygienic conditions for 
both pupils and teachers. 

2 . Not less than fifteen units as defined in this course shall 
be required for graduation Sixteen units are recommended. 

A UNIT is defined as a course covering an academic year that 
shall include, in the aggregate, not less than 120 sixty-minute hours 
of class work, provided that two hours of laboratory work, manual 
training or domestic science shall be considered equivalent to one 
hour of class room work. 

3 . The minimum scholastic attainment of all teachers of 
academic subjects in high schools shall be fully equivalent to gradua- 
tion from the University of South Dakota; except that teachers holding 
Life Diplomas, State or Provisional Certificates issued on or after 
July 1st, 1919, may teach in the ninth grade. 

Note: All teachers above the ninth grade must hold a Life 
Professional Diploma or a Provisional Diploma issued from the De- 
partment of Public Instruction before they can teach above the 
ninth grade in any high school. ALL TEACHERS must hold VALID 
CERTIFICATES issued from the Department of Public Instruction 
BEFORE they can sign a LEGAL CONTRACT with any BOARD OF 
EDUCATION. 

4 . The number of daily periods of class room instruction given 
by any teacher shall not exceed six. 

5 . All recitation periods shall be at least forty minutes in the 
clear. 

6 . The library and laboratory equipment shall be fully ade- 
quate to the needs of instruction in the subjects taught and out- 
lined in the high school Manual. 



FOR SOUTH DAKOTA 7 

7 . No school shall be accredited whose salary schedule is not 
sufficient to command, and retain teachers whose qualifications are 
such as required in Standard 3. 

8 . The efficiency of instruction, the acquired habits of thought 
and study, the general intellectual and moral tone of a school are 
paramount factors, and therefore, only schools which rank well in 
these particulars, as evidenced by thorough-going inspection, shall be 
considered eligible for accreditment. 

9 . A permanent record of each pupil's work shall be kept- 
10. The Department of Public Instruction shall call for such 
reports as may be deemed necessary for accrediting. 

Note: If the annual report called for under Standard 10 is not 
in the office of the Department of Public Instruction on the date call- 
ed for, the school will go on the non-accredited list. If blanks are 
not received by September 15, each year, the principal should write 
to the department asking for them. 

CONSTANTS 

Constants: The constants, or required subjects, of an approved 
high school course shall be: 
English I, II, III and IV as defined in the High School Manual . 4 units 

American History and Government 1 unit. 

Algebra, to Quadratics 1 unit. 

Plane Geometry 1 unit. 

Science, one year's work in any of the following 1 unit. 

(1) Physics 

(2) Chemistry 

(3) Physiography 

(4) Biology 

( 5 ) General Science 

Electives: The electives of the course shall be (the numeral 
following each subject indicates the number of unit credit that may 
be allowed): 

Latin 4 French 2 

German 2 Spanish 2 

Advanced Algebra y 2 Solid Geometry y 2 

Plane Trigonometry % Ancient History 1 

Modern History 1 English History 1 

Sociology y 2 Economics y 2 

Argumentation and Debate . . . y 2 Public Speaking y 2 

Bible 1 Art 2 

Commercial (as outlined) .... 5 Physical Education x / 2 

Normal Training 3 Domestic Science 1 

Agriculture 1 Manual Training 2 

Printing 2 Music (see outline) 

Note: Credit will not be allowed for American History and 
Government, Physics or Chemistry, or Trigonometry if given before 
the third year of the course; or for Economics if given before the 
fourth year. 



HIGH SCHOOL MANUAL 



ART 

(Ten periods per week, one unit) 
This outline is planned upon the idea that "the teaching of 
Art is vastly more important than the teaching of drawing." It is 
believed that since Art in high school has been extended to home 
decoration, dress making, millinery and commercial Art, the pupil, 
after a two years course, should have a better appreciation and under- 
standing of Art and its relation to life. 

September 

1 . Copy block letter alphabet. 

2. Layout for poster, on 10x14 drawing paper. Observe 
Greek Law of Margins. Carry out in pencil. Refer to Pencil Sketch- 
ing by Geo. W. Kotch. (The Prang Co, Chicago) 

3 . Make poster without background. Carry out in black, 
white and one intense color. Use illustrator's board 15x20. One 
line of printing. Suggested subjects: Yarn balls, ink bottles, pencils, 
pens. 

4. On 15x20 illustrator's board make poster advertising foot- 
ball game. Carry out in opaque color- Use simple lettering, school 
colors and no figures. 

October 

Begin study of color theory by giving pupils following notes. 
Primary colors: red, yellow and blue. Binary colors: orange, green 
and violet. The Spectrum Circle is the arrangement of the colors 
in the order in which they appear in the spectrum. 

There are three distinct qualities of color: — 

1 . Hue. A hue is a color tone between a primary and binary 
color and is made by mixing the primary and binary colors. 

2 . Value is a term used in reference to the light or dark of 
a color tone- 

3 . Intensity. The term intensity when applied to color refers 
to its brilliancy or personal strength. Tone is a term applied to any 
spot of color or gray or black or white which the eye recognizes. 

A normal color is a color at its fullest intensity. 

A tint is a tone lighter than normal. 

To neutralize a color add a part of its complement. Complements 
are colors directly opposite in the spectrum circle, totally unrelated 
in their normal intensity. 

Harmony and its Laws 

There are two kinds of harmony: The Harmony of Likeness or 
an analogous harmony; the Harmony of Difference or a complementary 
harmony. 

In Analogous Harmony we may use colors between one primary 
and the next, never crossing the second primary- 

In a Complementary Harmony our problem is to make wholly 
unrelated colors harmonious. Two full intense complements may 
never be used together except by the introduction of black, white or 
gray. In this scheme one of the colors must always be neutralized, 
and usually both. 

In a One Mode or Monochromatic Harmony we may use one 
color only, and must not move from right to left. This harmony in- 
cludes a tint shade and normal color. 

A Triad Harmony is a harmony formed by an equilateral triangle 



FOR SOUTH DAKOTA 9 

in the spectrum. In this scheme we must grey or neutralize two of 
the colors unless we use large areas of black, white or gray. 

See that these laws and color schemes are made use of in all 
following problems. 

1. Use a 7x10 illustrator's board. Place board in vertical posi- 
tion and draw border, observing Greek Law of Margins. Leave 2 in. 
at bottom, 1 in. at sides, 1 ^4 in. at top. Inside of this draw another 
border leaving % in. at bottom, % in. at top and % in. at sides- 
Divide inside space into four vertical retangles leaving x /% in. be- 
tween each. Draw very conventional landscape in one oblong, trace 
into all four. The two bottom drawings are to be developed in 
well distributing black, white and gray. Use only black and white 
for one and introduce gray into the other. The remaining drawings 
are to be carried out in complementary and analogous harmonies 

2. A still life poster on a 15x20 illustrator's board. Use a tint 
for a background and keep all objects at eye level. 

November - December 

This month and December will be wholly devoted to the design- 
ing and enameling of Christmas Gifts. For helpful suggestions for 
designs turn to "The Use of the Plant in Decorative Design" by 
Maude Laurence and Caroline Sheldon (Scott, Foresman & Co., Chi- 
cago). Any good household enamel will do for the body color. The 
teacher will find a quart of black and of white enamel enough for a 
class of about twenty students. One set of Enamelac is a great sav- 
ing of oil tube paint, which must be mixed with white when applying 
designs to articles. 

Following is a list of articles suitable for decoration: Flower 
pots, candle sticks, candles, book ends, wicker and tin trays, glass 
perfume bottles, paper fans, window drops, tea pots, wooden bowls, 
slipper trees, powder compacts, lamp standards, tin cake and candy 
boxes 

January 

1. On a 10x15 illustrator's board make side wall elevation using 
% inch scale. Plan two French doors in proper relation to size of 
wall and to each other. Tint wall yellow. This problem is to be 
inked before painting. 

2. Place 10x15 illustrator's board in horizontal position and 
make drawings of windows with curtains. Use % inch scale and 
ink in. Have the class shop for cretonnes and paint in your design. 

3 . The simplest style of painted chair and sewing table to be 
designed by students. 

February 

1 . Design motives suitable for applying to painted furniture. 

2 . Room with tinted wall and dining room furniture, preferably 
serving table with a chair either side of it, no windows- Use plain 
curtains of a complementary color. 

3 . Bed room using same scale and no windows, painted bed, 
bedside table and chair. Use a tint for wall and a complementary color 
slightly neutralized for furniture. 

March 

1 . Student to choose style of room and furnish according to 
his ideas. 

2 . Original design of cretonne. Nothing more difficult than 
a drop repeat. 

April 

Use Wedding Bristol Board for all the costume problems. 

1 . Copy Chart 1 of Human Proportion Packet by Eudora Sell- 



10 HIGH SCHOOL MANUAL 

ner "Drawing of Human Figure" (The Davis Co., Worchester Mass.) 
or any other well proportioned chart of the adult figure. 

2 . Make the most careful drawing possible of a hat suitable for 
a High School girl. Place the hat on hat stand. 

3 . Make drawings on board, of ruffles, pleats, lace, gathers and 
other view. Dress to be on form. 

May 
Use knowledge gained through the year to make posters on 
15x20 illustrator's board. Suggested Subjects: Furniture, millinery, 
draperies, books or drug supplies. 

SECOND YEAR 

(Ten periods per week, one unit) 

September 

1. Make original alphabet on 15x20 illustrator's board. 

2 . Foot ball poster, using rather conventional figure, if any. 

October 

1 . Have all students make their own cover for notebook to 
be used throughout the year. The loose leaves to be of white drawing 
paper, 8%xl3% inches. Material for cover to be well contrasted 
book vellum and mounting paper. 

Directions 

2 large mounting papers, 8^x15 inches. 

2 large mounting papers, 8%xl3% inches. 

2 pieces vellum, 4x4 inches. 

1 piece vellum, 4x4 inches. 

1 piece vellum, 3x13% inches 

2 card boards, 914x14 inches. 

Cut two corners off of one side of large papers, 3 % inches each 
way. Measure and draw lines 1 y 2 in. from one edge of long side 
of card boards. Put paste on cardboard and paste down longest 
piece of vellum (the outside) turn down top and bottom. This 
leaves 1 in. between the boards. Next paste an inside strip of 
vellum, finishing the hinges. Cut squares diagonally and paste on 
outside four corners. Put paste on largest sheet of mounting paper 
and place on outside covers, smoothing from center out Turn down 
edges. Paste in lining. Set four eyelets in cardboard about one 
inch from top and bottom of both covers. Tie with harmonizing cord. 

2. Into note books have students copy color notes of last year, 
making on one inch squares of white drawing paper, examples of 
each harmony and definition. 

Add the following to these notes: 

Meaning of Color 
"The appropriateness of the color makes for the perfection of the 
picture." 

Black — sin, mourning. 
White — purity. 

Yellow — (from the sun) supreme wisdom, joyous moods. 
Green- — truthfulness, hope, youth. 

Blue — (from the sky) constancy, truth, peace, contentment. 
Red — (from the blood) love, valor. 
Orange — (yellow and red) knowledge, benevolence. 
Violet — (blue and red) loyalty, patience. 
White — the union of all color. 
Black — the absence of all color. 
November 
1. On a 15x20 illustrator's board make poster advertising the 
Christmas sale of gifts for Vantine's or some other Oriental store. 
This should afford a good opportunity for the use of rich complemen- 
tary harmonies. 



FOR SOUTH DAKOTA 11 

2 . Make posters advertising some Bazar to be held in your 
city. Any church would be glad to furnish the boards in exchange 
for the advertising value of the posters- This will give the pupils 
some idea of the commercial value of their work and work wonders 
in heightening their interest. 

3 . Begin Christmas problems. Enameling is the best thing 
from the standpoint of design, color and technique that has been 
brought into High School for use at this time of year. It is suggest- 
ed that practically the same type of problems will be planned and 
carried out as in the first year's work. The designs will, of course, 
be more interesting and the harmony more beautiful. 

December 

Continue enameling. 

If the teacher has had work in basketry and in book binding 
without special equipment, this would be an excellent opportunity 
to introduce it. Stenciling curtains, scarfs, blouses, and many other 
useful articles will be found interesting and enjoyable. This is the 
month to stress color, design and its application. The teacher will 
find that twice as much knowledge of design will be gained with far 
less effort on her part than could possibly be expected at any other 
time of the year. 

January 

1 . Use as reference either Frank Alvah Parsons "Interior Dec- 
oration" or else Elsie de Wolf's "The House in Good Taste." From 
one of these choose what you consider the most interesting chapters 
on Period Furniture. Have these read in class and notes taken. 
Notes should be well written up in the note books. Spend two 
weeks on this study of furniture. 

2. On illustrator's board, 10x15, make side wall elevation for 
Dining Room to be carried out in some period style. Use old plaster 
wall and walnut furniture. No windows. Two chairs and buffet to 
be inked in. Use Burnt Sienna and Sepia (tube colors) for furniture- 
Wash board with sponge before applying any color. 

February 

1. From "The Tapestry book" by Helen Churchill Candee, and 
"Tapestries" by LeLand Hunter, choose several chapters. Have 
students prepare reports for class. Take notes and write up as in 
case of Furniture. Use two weeks of February for the study of 
Tapestries. 

2. On 10x15 in. illustrator's board make elevation for library 
furnished in Period Style with large library table, one or two chairs, 
floor lamp and tapestry directly over the table. Be sure that the wall 
and tapestry are in close harmony. Never use India ink in a tapes- 
try. In putting on these old plaster walls, it will be well to remember 
that some of the most delightful effects are obtained through re- 
peated washing with a sponge. 

March 

1 . Make drawing of entry way or reception hall of a town 
house. Use only the perspective necessary to gain desired effect in 
stairway. If the plan permits, a sketch may be made on the floor 
of a simple oriental rug. Wrought iron is suggested for the stair 
banister. 

2 . The rest of the month of March is to be devoted to a con- 
struction problem. With adhesive tape fasten together on the 
short ends two pieces of illustrator's board about 15x20 inches. Con- 
struct furniture for a bedroom from Wedding Bristol Board. A bed 



12 HIGH SCHOOL MANUAL 

about seven inches long and the other furniture in proportion. Go 
over this furniture with opaque color and apply tiny designs in har- 
monizing colors A bolster may be made by rolling a piece of water 
color paper and inserting and pasting tissue paper in each end. On 
the ends of tissue paper may be put a little lace pattern of white 
opaque color. Thin curtains for the windows may be made in the 
same way. This has been found to be an exceedingly interesting and 
profitable problem when pupils and teacher put into it their best 
efforts. It can be much elaborated upon. 

April 

1 . Have all Costume Design work done on Wedding Bristol 
Board cut proper size to fit note books made in the fall. Set up 
straight front figure of girl of high school age. Make drawing about 
8 inches high. Clothe figure in simple original spring aress. When 
painting use a wash with darker value of same color for folds- 

2 . Using "Art in Costume Design" by Edna Mann Shover, make 
a study of Historic Costume for the next two weeks. Have students 
write in their note books answers to all questions found at the end 
of chapters. 

3 . Design a street costume and an afternoon dress having 
students use their knowledge of historic ornament. 

May 

1 . Spend two weeks in the study of Historic Ornament as 
applied to Architecture and Art History. Write themes in notebooks 
on the subjects at the end of the study periods. Two chapters 
which can be easily covered in this length of time will be found in 
"Art Education for High Schools," published by the Prang Co. 

2. If the school is planning an "Operetta" or school play of 
any sort, a most interesting problem will be found in constructing 
a stage of a box about 21x28x9 inches. Scenery and a back drop 
to be painted by the best poster students, and the figures by those 
best in costume design. If the box is painted black on the outside 
it will set off the colors used 

3 . Make posters advertising either your own or the grade 
schools closing exercises. 

REFERENCE BOOKS, AUTHOR PUBLISHER 

Interior Decoration, Frank Alva Parsons; Doubleday, Page & Co. 
The House in Good Taste, Elsie De Wolfe; Century Co. 
The Tapestry Book, Helen Churchill Candee; Frederick A. Stokes Co. 
Tapestries, George Leland Hunter; John Lane Co. 
Art in Costume Design, Edna Mann Shover; Milton Bradley Co. 
How to be a Fashion Artist, Edith Young; Edith Young. 
The Psychology of Dress, Frank Alva Parsons; Doubleday, Page & Co. 
Costume Design Packet, Human Proportion Packet, Eudora Sellner; 

The Davis Press, Worcester, Massachusetts. 
Art Simplified, Pedro J. Lemos, John T. Lemos; The Prang Co. 
Principles of Advertising Arrangement, Frank Alva Parsons; The 

Prang Co. 
Art in High Schools, The Prang Co. 
Lettering, Thomas Wood Stevens, The Prang Co. 
Appolo, S. Reinach, Charles Scribner's Sons. 

MAGAZINES PUBLISHER 

The School Arts Magazine, The Davis Press, Worcester, Mass. 
Le International Studio, John Lane Co. 
House Beautiful, The House Beautiful Pub. Co. 
The Vogue. The Vogue Co. 



FOR SOUTH DAKOTA 13 

GENERAL EQUIPMENT 

Tube water colors Primary and Binary colors 

Opaque colors Primary and Binary colors 

Venus eraser, art gum and soft ink eraser 

Brass edged ruler 

Ball pointed and ruling pens 

Number 16 water color brush 

Two small brushes 

White opaque color 

Sponge 



14 HIGH SCHOOL MANUAL 



BIBLE 



I. Educational Standards. 

1 . The same scholastic preparation of teachers for these courses 
is required as is required of any teacher in the accredited high schools 
of the state. 

2 . The requirements for attendance, punctuality and examina- 
tions shall be the same as those for any course offered in an accredit- 
ed South Dakota high school. 

3 . The number and length of recitation periods shall be the 
same as those required in any other high school subject of equal 
unit value. 

4 . All needed equipment such as rooms with proper heat, light 
and floor space, maps, charts and reference books shall be fully 
adequate for teaching the work offered. 

II. Elections in Bible Study. 

1 . In order to give freedom of choice to students of different 
faiths, and to satisfy the demands of various schools and colleges, 
the following three courses are recognized as suitable component parts 
of a college entrance unit. Any two of these courses shall be a 
minimum requirement. Each course shall require five forty-minute 
recitations per week for eighteen weeks. 

COURSE 1. 

(One-half unit) 
I. Narratives and Songs of the Old Testament. 

1. The Creation Stories. Gen. 1 and 2, Psalm 5. 

2. The Serpent in the Garden. Gen. 3. 

3. Cain and Abel- Gen. 4: 1-16. 

4. The Story of the Flood. Gen. 6: 1-9: 17. 

5. Abraham the Pioneer. Gen. 12: 1-17:27. 

6. The Doom of Sodom. Gen. 18; 1-19:29. 

7. The Offering of Isaac. Gen. 22:1-19. 

8. Finding a Wife for Isaac. Gen. 24. 

9. Jacob's Deception. Gen. 25:27-34; 27:1-28:9. 

10. The Deceiver Deceived. Gen. 29:1-30:43. 

11. Jacob at the Jabbok Gen. 31:1-32:32. 

12. Joseph Sold by his Brothers. Gen. 40:1-41:57. 

13. Joseph the Interpreter of Dreams. Gen- 40:1-41:57. 

14. Joseph's Generosity to his Brothers. Gen. 42:1-44:34. 

15. Joseph's Loyalty to his Family. Gen. 45-47. 

16. Moses' Preparation for Leadership. Exodus 1-2. 

17. Moses' Call to Deliver Israel Exodus 3. 

18. The Deliverance from Egypt. Exodus 11-12. 

19. The Covenant at Sinai. Exodus 20. 

20. The Report of the Hebrew Spies. Num. 13-14:25. 

21. The Balaam Oracles. Num. 22:1-24:25. 

22. Crossing the Jordan. Joshua 2, 3. 

23. The Capture of Jericho. Joshua 6, 7. 

24. Deborah's Battle Song. Judg. 4, 5. Judg. 6-8. 

25. The Sword of Jehovah and of Gideon. 

26. Sampson the Hero of a Barbarous Age. Judg. 13-16. 

27. The Idyl of Ruth. Ruth. 



FOR SOUTH DAKOTA 15 

28. Samuel's Boyhood Training. 1 Samuel 1-3. 

29. Samuel's Discovery of a Leader. 1 Samuel 9. 10 

30. Saul's Election as King. 1 Samuel 11. 

31. Jonathan's Achievement at Micmash. 1 Samuel 14. 

32. David the Popular Hero. 1 Samuel 17, 18. 

33. Jonathan the Loyal Friend. 1 Samuel 19, 20- 

34. David the Outlaw. 1 Samuel 21-27. 

35. Saul's Death and David's Lament. I Samuel 31, II Samuel- 

36. Bringing the Ark to Jerusalem. II Samuel 6; Psalm 24. 

37. A King's Treachery and Nathan's Parable. II Samuel 11; 12. 

38. The Disloyal Son of a weak Father. II Samuel 13; 1-18:33. 

39. A Popular Declaration of Independence. I Kings 12. 

40. Elijah's Protest Against Baalism. I Kings 17; 1-19:18. 

41. Elijah's Defense of Popular Rights (Naboth's Vineyard). 

I Kings 21. 

42. The Elisha Stories. I Kings 19:19-21; II Kings 2-9; 13:14-21 

43. The Young Prophet Isaiah. Isaiah 5, 6. 

44. Jerusalem Delivered from Sennacharib. Isaiah 37; Psalm 46 

45. The Faith of the Exiles. Psalms 42-43. 

46. Daniel and his Three Friends- Daniel I. 

47. The Feast of Belshazzar. Daniel 5. 

48. Daniel in the Lion's Den. Daniel 6. 

49. A message of Comfort to the Discouraged Exiles. Isaiah 4. 

50. A True Servant of Jehovah- Isaiah 42: 1-6; 52; 13-52; 12. 

51. Nehemiah the Builder. Neh. 1, 2; 4:33-5:19; 7:1-3 12; 31, 

32, 37-40, 43. 

52. A Narrow-minded Nationalist. Jonah 1:1-2; 1; 3, 4. 

53. The Nature of Wisdom. Proverbs 8. 

54. The Source of Wisdom. Job 28. 

55. The Wonders of the Universe. Job. 38. 

56. Youth and Old Age. Eccl. 11:9-12:8. 

57. The Righteous Ruler. Psalm 72. 

58. The Security of the One Who Trusts God. Psalm 91. 

59. The Creator and Preserver of Man. Psalm 33. 

60. God the Eternal- Psalm 90. 

Aims 

1 . In general to enable boys and girls to understand and 
assimilate the thought and to feel the beauty and the spiritual in- 
spiration of those Old Testament masterpieces that appeal most 
strongly to their interests and needs. 

2 . To supply the geographical setting and the literary and 
cultural atmosphere required to understand what each narrative and 
song sets forth. 

To retell or dramatize each narrative, to trace the development 
of the thought in each song and to help the students to formulate the 
principles of life which each narrative or song sets forth. 

Method 

1 . The Bibical text used may be either the Authorized Version, 
the American Revised, the Douay Version, the Holy Bible Translated 
from the Latin Vulgate, the New Translation of the Holy Scriptures 
issued by the Jewish Publication Society of America, or a standard 
modern translation, as for example, that of the Shorter Bible. 

2. In narratives where two versions have been combined, it is 
desirable, for the sake of literary unity, to follow the older version, 
and therefore books giving only this simpler text is preferable as a 
basis for classroom work. 

3 . In general the same methods are to be employed in realizing 



16 HIGH SCHOOL MANUAL 

the aims of this course as are followed with students of the same age 
in the study of English Literature. The main emphasis is to be plac- 
ed on the mastery of the contents and on intellectual and spiritual 
inspiration rather than on the minute analysis of the literary form of 
each narrative and song. 

COURSE II. 
(One-Half Unit) 

I. History of the Hebrew Commonwealth. 

Contents 

The political, social and cultural development of the Hebrew 
people from the Egyptian bondage to the destruction of the Jewish 
state by Rome 

Aims 

To give in form adapted to boys and girls a clear knowledge — 

1 . Of the physical and historical geography of Palestine and 
of the larger world in which the Hebrews lived and developed. 

2 . Of the leading races and of the intellectual and social forces 
with which they came in contact. 

3 . Of the important periods, characters and events in their 
history. 

4. Of the ways in which their institutions, such as the family, 
the state, the Church and the school developed. 

5 . Of the gradual unfolding of those religious beliefs and demo- 
cratic ideals that constitute the chief contributions of the Hebrews to 
the faith and civilization of mankind. 

Method 

1 . Definite daily assignments in a text book carefully adapted 
to the interests and mental capacity of the young student and largely 
biographical in method, in which unimportant data will be omitted, 
and the leading characters and events of the history will be made 
vivid, each institution studied in the lights of its social setting. 

2 . Special assignments to the Biblical sources and to selected 
books of reference. 

3 . Frequent, papers, classroom discussions and tests. 

4 . The newer methods and standards of work that are main- 
tained in the corresponding courses in European and American history. 

COURSE III 

(One-Half Unit) 
I. Life ami Work of Jesus and Paul. 

Contents 

The development of Christianity from the Reign of Augustus to 
the persecution of Domitian. 

Aims 

1 . In general to give students such vivid impression of the 
work and personality of Jesus and his early followers that they spon- 
taneously accept and apply his principles of living. 

2 . In detail to give a clear idea of the contents and nature of 
the records of the life work of Jesus and his early followers. 

3. To study — 

a. The geographical and historical setting of this work and 
the convictions and hopes in the minds of the people to 
whom they spoke. 

b. Jesus' early home training and the home of John the 
Baptist. 

c. The Purpose and plan of Jesus' public activity. 

d. The conditions which confronted him in Galilee and 



FOR SOUTH DAKOTA 17 

Jerusalem. His methods, his dauntless enthusiasm and 
the result of his work. 

e. The events that led to his death and the facts underlying 
the Resurrection stories. 

f. Jesus' chief teachings regarding the right relation be- 
tween God and man, between man and his neighbor, each 
man's duty to society, the use of wealth and the essentials 
for true happiness. 

g. The life of the early Christian Communities at Jerusalem 
and Antioch. 

h . Paul's personality and early training. 

i. His conversion and the successive stages in his work. 

j. Paul's chief social teachings- 

k . The hopes and experiences of Jesus' followers during 

the last half of the first Christian century. 
1. The contributions of early Christianity to human thought 

and civlization. 

Methods 

In general the same as in Course II. 

As a guide in this course the following outline is suggested: 

A — Jesus 

1 . Extent and Power of the Roman Empire in Jesus' Day. 

2 . Little Palestine, and its Sad History. 

3 . The Religious Convictions and hopes of Jesus' People. 
4. Jesus' Early Home Training. Mk. 1-9; 6-3. 
5 . Boyhood Traits as Reflected Back from His Public Ministry. 
Mk. 6. 2-4; 10.7-9;9.36; 10.13-16; Lk. 241-50; 15.1-2, 10. 

6. The Influence of John the Baptist upon Jesus. Mk. 1.1-11. 
Lk. 7.18-28. 

7. Jesus' Dedication to His Prophetic Work. Mk. 1.9-11 Lk. 
4.1-13. 

8. The Happy Beginnings of Jesus' Work. Mk. 1.14 Lk. 
4.14a. Mk. 1.15. Lk 416-22a. 

9. His Contagious Enthusiasm for His Work. Mk. 1.16-20, 
21-22, 27a, 28, 35-39; 6.6b-ll, 30-34, 45-46. 

10. His care for the Needy. Mk. 1.23-26, 30-34, 40-45; 2.1-5, 
11-12. 

11. His Message of Joy and Helpfulness. Mk. 2.18-19, 21-22. 
23-27, 3-1-4 Mt. 12. 11-12. Lk. 15. 

12. His call for Men of Sterling Character. Lk. 6.12-13a. Mk. 
3.14-19. Mk. 55. 7-12, 13-16, 20, 23, 27-28. Lk. 6 27-28, 31-36; 
11.33-36; 14.25-35. 

13. Jesus' Disgust with Mere Formalities in Religion. Mt. 5-20, 
33-37; 6.1-4, 5-7, 16-18. Mk. 7.6-8. Mt. 15.13, 14a. 

14. Discovering the Good in Other People. Lk. 6 37-38, 41-42, 
39. 

15. Absolute Sincerity in Religion. Mt. 7.15. Lk. 6 43-49; 
11.37-44-48, 51b. 54. Mk. 12.38-40. 

16. Jesus Clashes with the Teachers of His People. Lk. 11. 
19-20. Mk. 7. 1-2, 5-9, 14-15. Mk. 3.23-30; 811-13, 15. 

17. His family and friends turn against Him. Mk. 3-19-21, 31- 
35; 6.1-6. Mt. 10.34-39. . 

18. How Jesus Rose Above His Disappointments. Mk- 4.1-9. 
Mt. 13.44-45. Lk. 10.2-5, 11, 16, 21, 23-24. 

19. His Optimism in Face of Great Odds. Mt- 13.24-30. Mk. 
4.26-29, 30-32. Mt. 13.33. 

20. Jesus Driven into Exile. Mk. 3, 6; 7-24, 31; 8.10-13, 27. 



18 HIGH SCHOOL MANUAL 

21. He Spurns Peter's Suggestion of Political Ambition. Mk. 
8.27-30; 51, 33, 34-37; 9.1. 

22. A Prophet's Mission and a Prophet's Doom. Mk- 9.2-4, 7-8. 
Lk. 9.30-32. Mk. 9.30-31a. Lk. 1249-51. 

23. Living for the Good of Others. Mk. 9.33-36. Mt. 18.4. Mk 
9.38-40. Lk. 11. 27-28. Lk. 17. 7-10. Mk. 10. 35-44, 18. 

24. The Fight for Nobility of Life Mk. 9.43-50. Lk. 10-31-42; 
13.22-25. 

25. The Sacredness of a Child's Faith. Mk. 9.42. Mt. 18.10, 
14. Mk. 10.13-16. 

26. The Spirit of Godlike Forgiveness. Mt. 18-15. Lk. 17.3-4; 
9.51-56. Mt. 18.23-35 Mk. 11.25. 

27. Wholehearted Devotion to God- Lk. 9.57-62. 

28. How to Make Prayer a Vital Reality. Lk. 11.1-4; 18.9-14. 

29. God's Thorough Understanding of all Human Need. Lk. 
11.5-13- 

30. Loyalty to Conviction. Lk. 12.4-7. 

31. The Dangers of Wealth. Lk. 12.13-21; 1619-31. Mk. 
10.17, 19-27. 

32. All Life Under the Sway of God. Lk. 12.35-40, 42-48; 16- 
10-13; 1720-21. Mk. 13.28-32a. 35-36. 

33. The Divine Love for the Wayward. Lk. 7.36-50. Mt. 
11.28-30. Jno. 753-8. 11. Mt. 21.28-32. Lk . 15. 

34. Jesus' Appreciation of the Religion of Non-Jews Lk. 10. 
30-37; 7.1-9. 

35. His Sorrow over the Hardened Spirit of the Jewish Teachers. 
Lk- 14. 15-24. Mk. 10. 32 Lk. 19-41-44. Mt. 21. 10, 11 Mk. 11. 
11, 15-19. 

36. Jesus' Fight to Protect the Home. Mk. 10. 2-12. 

37. Jesus' Definition of "Salvation" and "Real Religion," Mk. 10. 
17, 19-27. Lk. 19.11-10- Mk. 12.28-34. 

38. Jesus Sees the Hopelessness of His Nation under their pre- 
sent Leadership. Mk. 12. 1-5, 9, 12. Mt. 22- 1-10. Mk. 13.1-2. 

39. The Heroic Death of Jesus. Mk. 14.32-42, 43-49a, 50, 53- 
61a, 15. 1-5, 15-20, 21-32. 33, 37, 39-41- 

40. The New Life Which Jesus Imparted to His followers. Lk. 
24.13-35. Jno. 1.4, 5. 16-18; 3. 16; 8.12; 10.10-11, 16; 12.24-25, 
32; 13.34-35; Chap. 21. 

B — Paul 

1. Saul — Paul and his Early Life in Tarsus- 

2 . His Career as a Rabbinicial Student and Persecutor of 
Heretics. 

3. How Paul was won by Jesus. Gal. 1.10, 15, 16; 2.7, 19, 
20; 4.6, 7; 5.14; 5.22-24; 6 15, 16. Acts 9.3-19a. 

4. His first work as a Disciple of Jesus. Acts 9. 19b-31. 

5. His broader work at Antioch and Galatia. Acts 13.1-4- 28. 

6. How Christanity became a World Religion. Gal. 2.1-10, 
11-14. Acts 15. 1-35. Gal 2. 15-21; 5. 1-6:10. 

7. The First Christian Churches in Europe. Acts 15. 36-19. 1. 

8. to 10. Paul's Work for the Corinthian and Ephesian 
Churches. Acts 19. 1-21:14. I and II Corinthians. 

11. and 12. His Anticipations of Work in Western Europe. 
Romans. 

13. His Disappointing Imprisonment at Jerusalem and Caesarea. 
Acts 21. 15-26. 

14. To Rome as a Prisoner. Acts 27. 1-28:16. 

15. His last work in the Roman Prison. Acts 28. 17-31, Phile- 
mon. Clossians. Philippians. 

Note: As a desirable preparation for later Bible work it is 
recommended that students between the ages of nine and thirteen, 



FOR SOUTH DAKOTA 19 

either in the home or the school, be directed and encouraged to 
commit to memory the following Biblical passages: 

Old Testament 

1. The Ten Commandments. Exodus 20. 1-17. 

2. The two Great Commandments. Deut. 6:4, 5 and Lev. 19:18b 

3. Ten Great Proverbs. (1) Prov. 16:3; (2) 29:11; (3) 16:32; 
(4) 16:8; (5) 15:7; (6) 15:1; (7) 16:18; (8) 26:27; (9) 11:25; 
(10) 14:34. 

4. True Religion. Micah 6:8; Isaiah 58:5-9b. 

5. The Two Ways of Thinking. Psalm 1. 

6. The Psalmist's Decalogue. Psalm 15. 

7. The Psalm of Trust. Psalm 23. 

8. God's Message through His Works and Word, Psalm 19. 

9. The Goodness of God. Psalm 103. 

10. God's Rule on Earth. Isaiah 2:1-4. 

New Testament 

1. The First Christmas. Luke 2:8-18. 

2. Jesus' Love for Children. Matt. 19:13,14. 

3. A Universal Prayer. Matt. 6:9-13. 

4. Golden Rule. Matt. 7-12. 

5. The Beatitudes. Matt. 5:3-12. 

6. Ten Sayings of the Great Teacher. (1) Matt. 7:7-8; (2) 
Matt. 7:1; (3) Luke 12:48b: (4) Matt. 6:1, 3; (5) Luke 6:38; (6) 
Mark 10:43b, 44; (7) Matt. 7:16, 17; (8) Matt. 6:21; (9) Matt. 
5:44, 45; (10) John 15:13. 

7. The Parable of the Good Samaritan. Luke 10:30-37. 

8. Right Thinking. Phil. 4:8. 

9. Paul's Song of Love. I Cor. 13. 

10. The Value of the Bible. II Timothy 3:16, 17. 



20 HIGH SCHOOL MANUAL 



COMMEKCIAL 



I. Suggested Course of Study for Commercial Students: 
First Year. Second Year 

English I. English II. 

Elementary Algebra Plane Geometry 

Elective Bookkeeping 

Elective Elective 

Third Year. Fourth Year 

English III. English IV. 

Year of Science American History and Civics 

Com. Arithmetic and Geography Typewriting 
Com- Law and Salesmanship Shorthand 

II. Explanatory: 

1 . In this course, the bookkeeping, typewriting and shorthand 
work is to be done in five eighty-minute periods (in the clear) per 
week throughout the year. 

2 . Schools desiring to extend the work in typewriting and 
shorthand over two year periods may do so by offering bookkeeping 
in the first year of the course, commercial arithmetic and geography 
in the second year, and typewriting and shorthand as half unit courses 
each in the third and the fourth years. If this is done the courses 
in commercial law and salesmanship should be offered in the fourth 
year, allowing an elective in the third year. 

3 . Since four units of work in English are required of all 
students for graduation from high school. Business English is not 
offered in the foregoing outline. Schools desiring to offer a unit's 
work in Business English in addition to the English Course outlined 
elsewhere in the Manual may do so as an elective in the second 
year- If this is not done, Business English shall be emphasized 
throughout the four years of required English so that the students 
upon graduation, shall have acquired the necessary training which 
mastery of this subject gives. 

Double Entry Bookkeeping 
(One Unit) 
I. First Six Weeks: 

1 . Fundamental Principles and Bookkeeping Terms. 

Debiting and Crediting, Journalizing, Posting, Trial Balance, 
Statements, Opening and Closing Accounts in the Ledger, 
Notes Receivable. Notes Payable, Inventory, Business Tran- 
sactions, Merchandise, Cash, Expense, Etc. 
2 . Classification of Accounts. 

a. Real accounts. 

1. Assets — Cash, notes receivable, accounts receivable, 
inventories, real estate, buildings, fixtures, office 
furniture, and delivery equipment. 

2 . Liabilities — Notes payable, accounts payable. 

3 . Proprietary Interest Accounts — Proprietor investment, 
proprietor drawing and profit and loss. 

b . Nominal Accounts. 

1 . Income Accounts — Merchandise sales, interest earned, 
merchandise discount on purchase. 

2 . Expense Accounts — Merchandise purchases, salaries, 
freight and cartage out, delivery expense, insurance, 



FOR SOUTH DAKOTA 21 

office supplies, sundry general expense, interest paid, 
merchandise discount on sales, collection and ex- 
change. 
3 . Books of Original Entry — Journal, Cash Book, Sales 
Book, Purchase Book. 
3 . Books of Classified Accounts — Ledger. 

4 . Auxiliary Books — Check stubs, note stubs, draft stubs, re- 
ceipt stubs, and bank pass book. 

5. Business Papers — Bills or invoices, receipts, checks, notes, 
statements. 

6 . Supplementary Exercises in Text 

II. Second Six Weeks. 

1 . Review Fundamental Principles. 

2 . Business Papers — Invoice, check and note. 

3 . Introduction of the Cash Book. 

4 . Blank Set with Text used covering above material. 
5 . Supplementary Exercises in Text. 

III. Third Six Weeks- 

1 . Introduction of Purchase Book and Sales Book 

2. Bank Account — Bank, deposit, checks, pass book, bank 
statement, receipt, invoice, and promissory note. 

3 . Checking Errors in Trial Balance. 

4. Blank Set with Text used covering above material. 

5 . Supplementary Exercises in Text. 

IV. Fourth Six Weeks. 

1 . Partnership — Articles of Copartnership. 

2 . Introduction of the Three Column Cash Book. 

3 . Blank Set with Text used covering above material 

4 . Supplementary Exercises in Text. 

V. Fifth Six Weeks- 

1 . Introduce Journal Method of Closing. 

2 . Business Papers — draft, bill of lading, monthly statement of 

accounts, orders, telegrams. 

3 . Blank Set with Text used covering above material. 

4 . Supplementary work in Text. 

VI. Sixth Six Weeks. 

1. Finish blank sets. 

2 . Supplementary Exercises in Text. 

3 . Review. 

COMMERCIAL ARITHMETIC 

(One-half Unit) 

I. Aim: 

1 . Absolute accuracy and as much speed as the pupils are 
capable of developing in the time allowed for this subject 
in computation demanded in general by the business world 

2 . A working knowledge of commercial forms and commercial 
processes in general use in the business world. 

II. Suggestions as to the Course: 

1 . While a text book is essential in this course, the teaching 
must omit from the course such content of the text as is 
not essential in realizing the aims of the course. 

2 . The work done in commercial arithmetic should be closely 
related to business procedure of the community so that the 
students may realize that what they are doing in this course 
is what the business world demands. 

3 . The instructor must realize that this is not essentially a 
review of work done in the grades, but that the art of 
general computation is what is being taught. 



22 HIGH SCHOOL MANUAL 

4 . All so-called short cuts which may be of special value in any 

given business, but which have no application in the 
general business world are to be omitted. 

5 . Credit for work done in this course shall depend on progress 

made in developing habits of accuracy and speed and compu- 
tation, and shall be denied if such development has not 
resulted. 

< ( >MMERCIAL GEOGRAPHY 

(One-half Unit. 

I . Aims : 

1 . The student completing this course should know. 

a. The natural resources of the world, and especially those 
of his own nation. 

b. The commercial interests and activities of the nations of 
the world, and especially those of the United States- 

c. The effect which these natural resources and commercial 
activities have had upon his own life, and the opportuni- 
ties for future accomplishment which they offer him. 

II. Suggestions as to the Course: 

1 . Commercial geography to be worth while, should be approach- 
ed and pursued from the standpoint of cause and effect 
rather than from the standpoint of the much used .fact- 
memory method. 

2. The pupil should study the effect of latitude and terrestrial 
wind systems, and topography until, given the location and 
topography of a country, he is able to determine her natural 
resources in so far as they are determined by these factors. 

3 . Other determining factors of natural resources should be 
studied with the same end in view. 

4 . The pupil should relate the natural resources of a nation 
to its commercial interests and activities as to cause and 
effect. 

5 . He should relate both the natural resources and the com- 
mercial interests and activities of this nation to his own life. 

6 . The students will be interested in materials which can be 
secured from state immigration departments and chambers 
of commerce showing the natural resources and commercial 
activities of all parts of the United States and they should 
secure this material through their own correspondence. 

7 . The students should become familiar with the Consular Ser- 
vice through their research work in connection with the com- 
through their research work in connection with the com- 
mercial geography of foreign nations. (Secure the last 
Consular Report from Washington. D C). 

COMMERCIAL LAW 
(One-half Unit.) 

I. Aims: 

1 . The student shall know the conditions and limitations of 
business. 

2 . Their personal rights and responsibilities in the business 
world. 

3 . How to avoid litigation by observing the laws governing 
business transactions 

II. Suggestions as to the Course: 

1 . Emphasize: 

a. The nature and essentials of the contract. 

b . The nature of property and property rights. 

c. Bailments. 

d . Negotiable instruments. 



FOR SOUTH DAKOTA 23 

e. Partnerships and corporations. 

f. Agency. 

g . Insurance. 

h . Real property and titles, including deeds, mortgages and 

liens. 

2 . In this, as in similar commercial courses, there should be 

no attempt at specialization. Only matters pertaining to 

the general business world should be included in this work 

SALESMANSHIP 

I. Aims: Salesmanship should be studied that the student may — 
1 . Know the problems and methods of salesmanship that the 

fullest cooperation may exist between him in his work in the 
business office and the sales force of his employer. 
2. Have a preliminary training which shall arouse interest in 
the production phase of business to the end that the student 
may finally enter the sales force and increase his own 
earning power, should he so desire. 

II. Suggestions as to the Course: 

1 . Advertising. 

a . Importance to business and to the purchaser. 

b. Methods of advertising and relative value of each. 

c. Psychology of suggestion in advertising. 

d . Advertising in closing the sale. 

2 . Selling. 

a. Importance of study of the line. 

b . Importance of studying the prospective customer and 
his needs 

c. The negative approach in selling. 

d. The positive approach in selling. 

1 . Curiosity. 

2 . The need, the desire. 
3 . Closing the sale. 

e . Methods and value of displaying the line. 

3 . This course offers a large field for practice by the students 
in actually doing the things about which they are studying. 
They should have charge of the advertising of all school 
activities such as games, entertainments, carnivals, bazaars 
and other sales put on by the school. Business men will 
be interested in their advertising work and will furnish 
them with opportunity to do real work in advertising if 
properly approached in the matter. These same sources will 
give the students an opportunity to practice salesmanship 
also A sales room in connection with schools giving voca- 
tional work is an easy possibility in the schools of the 
state. This room will allow the class to practice in dis- 
playing and selling goods made by the students of vocational 
courses and will do much to secure the enthusiastic support 
of the community in the school and its activities. 

TYPEAVKITING 

(One Unit) 

I. Aim: To secure credit for this course the pupil shall write forty 
words per minute for ten minutes without more than five errors. 

II. Suggestions as to the Course: 

1. Grading Papers: Daily work is all checked for any errors, 
erasures, or overstrikes. Papers must be rewritten when 
they show erasures or overstrikes and when they are not 
written as assigned. While speed tests are not to be empha- 



24 HIGH SCHOOL MANUAL 

sized till the second half of the work, the following standards 
of grading shall be followed in the first semester. Twenty-five 
words per minute for ten minutes using new material 
secures a hundred per cent grade. Fifteen words per minute 
for ten minutes using new material secures the minimum 
passing grade of seventy five per cent. Above the minimum 
passing rate add two and one-half per cent for each word 
written per minute for ten minutes using new material. 

First Semester (or Year). 

2 . Technique. 

a. Sitting Position — height of table, twenty-five or twenty- 
nine inches, shoulders erect, directly in front of machine, 
wrists level, elbows straight with shoulders, hands easy 
slant from keyboard, fingers must be curved, strike with 
tip of finger, wrist level, quick, firm touch with fingers. 

b. Third finger drilling. 

c. Fingers over guide keys. 

d. Little fingers on anchor keys. 

e. Bring fingers back to guide keys. 

f. Space bar — May be struck different ways Best first 
one thumb and then the other. 

g . Proper way to return carriage — Left hand shift return 
with hand, right hand shift with thumb. 

3 . Touch Mastery of Keyboard. 

4. Working knowledge and Features of Machine — -Inserting 
and removing the paper, spacing and beginning a new line, 
releasing the carriage, operating space bar, inspecting the 
writing, adjustment of the paper, the scales, the printing 
point, the back spacer, line space gauge, cleaning type and 
machine, the paper guides, the marginal stops, the marginal 
release, regulating carriage tension, the envelope holder, 
the paper side guide, line spacer, tabulator, shift key, ribbon 
movement, changing ribbons, oiling machine. 

5 . Work for steady development of speed 'with increased ac- 
curacy. 

6 . Practise exercises for finger action, perfection technique, and 
increasing speed. 

7 . Special emphasis on use of figures and signs. 

8 . Write words of high frequency. 

9 . Write words of different combination. 

10. Write finger twister alphabetical sentences, etc 

11. Study of correct letter forms, telegrams, cablegrams, and de- 
tails of business correspondence. 

Second Semester (or Year). 

I. Grading: The minimum rate for a unit of credit for typewriting 
shall be thirty words per minute of new material for ten minutes, 
which secures a grade of seventy five per cent. Add two and 
one-half per cent for each word the rate is increased. A rate of 
forty or above secures a one hundred per cent grade. 

II. Suggestions as to course: 

1. Work for high speed and 100 per cent accuracy. 

2 . Speed and accuracy tests from one to ten minutes on new 
and practical material. 

3 . Present day business and office methods. 

4 . Spelling tests on machine. 

5 . Preparation of constitutions and by-laws- 

6 . Convention and club programs. 

7 . Difficult tabulation. 



FOR SOUTH DAKOTA 25 

8. Billing, bank statements, report, railroad and other financial 

statements. 
9 . Legal forms. 

10. Stencil cutting. 

11. Direct dictation. 

SHORTHAND 
(One Unit) 

I. Aim: To secure one unit of credit in shorthand, the student 
shall be able to take one hundred letters dictated at from eighty 
to one hundred words per minute with ninety five per cent 
accuracy, and pass a test of five hundred words dictated at the 
rate of one hundred words a minute with not more than twenty 
five errors. 

II. Suggestions as to Course: 

1 . Follow the manual adopted by the Board of Education. 

2 . At the request of practically all the commercial teachers in 
the state, the following outline of the Gregg System of 
shorthand is herein inserted. This is in no sense an adop- 
tion or a recommendation for adoption of this system for 
the state- 

Gregg System of Shorthand. 

I. Text — Gregg's Shorthand Manual. Supplementary texts — Gregg's 
Speed Studies, Gregg Writer, Beginners Letter Drills, Gregg's. 
Supplementary Exercises, and Gregg's Progressive Exercises. 
Also Constructive Dictation, by E. H. Gardner. 

II. First Semester. 

1 . Principles and rules of shorthand. 

a. Rules for joining circles. 

b . Rules for circles taking the form of a loop. 

c. Location of word on line. f. Rules for W and Y. 

d. Rule for the O hook. g. Rules for joining S with Tt 

e. Rule for the OO hook. h. Rules for expressing R. 

2 . Word signs and simple phrasing. 

3 . Diphthongs. 

4 . Blended Consonants. 

5 . Compound words and abbreviations. 

6 . Read all the sentences in the first ten lessons of the Manual 
and Gregg Writer. 

7 . Vocabulary Drills. 

8 . Dictation of simple sentences from Gregg's Supplementary 
Exercises. Gregg's Progressive Exercises and the Gregg 
Writer. 

9 . Complete first ten lessons of Manual. 

III. Second Semester. 

1 . Drill on phrase writing from manual, Speed Studies and 
Gregg Writer. 

2 . Rules for the omission of vowels. 

3 . Master prefixes and suffixes, joined prefixes, compound join- 
ed prefixes, tr principle, disjoined prefixes, compound dis- 
joined prefixes, joined suffixes, disjoined suffixes- 

4 . Advanced phrase writing. 

5 . States and territories. 

6 . Principal cities. 

7 . Points of compass. 
8 . Vocabulary drills. 

9 . Review word signs. 

10. Finish Speed Studies. 

11. Drill in dictation until aim of course is accomplished. 

12. Test as described in the statement of the Aim in shorthand- 



26 HIGH SCHOOL MANUAL 



ENGLISH 



FOUR YEAR COURSE 

Xo attempt is made in this syllabus to give an exhaustive treat- 
ment of the study of English. The aim is to give to all schools 
working under widely varying conditions, the same working basis. 
Each school is free to work out the details of the course according 
to the methods best adapted to the particular school. 

The English includes the study of composition, grammar, rhetoric, 
literature and oral expression. The study of literature, composition 
and oral expression should be emphasized each year of the course. 

Four units of English credit are required of all students for 
graduation. 

COMPOSITION 

The study of composition as a whole should be given very careful 
attention. After the completion of the composition course, the pupil 
should be able to produce a theme correct as to formal detail, spelling, 
grammar, punctuation, and written in a neat, legible handwriting. 
Forming right habits should be the primary aim the first two years- 
Nothing can accomplish this but thorough drill, consistently and per- 
sistently carried on. The study during the third and fourth years 
should strengthen habit and become the basis for more advanced 
thinking and more finished expression. 

Expression in writing includes:* 

1 . Ability to write a courteous letter according to forms in 
general use, and of the degree of formality or informality 
appropriate to the occasion. 

2 . Ability to compose on first draft a clear and readable para- 
graph or series of paragraphs on familiar subject matter 
with due observance to unity and order, and with some 
specific detail. 

3 . Ability, with due time for study and preparation, to plan 
and work out a clear, well ordered, and interesting report 
of some length upon one's special interests — literary, scien- 
tific, commercial, etc. 

*Report of the Commission of National Joint Committee on Re- 
organization of English. 

There are three clearly defined methods of teaching composition: 

First — that which depends upon good models and the pupil's 
faculty of imitation — a method which lays stress on reading in the 
teaching of composition. 

Second — that which permits the pupil to write in his own way 
of his own experiences, and then points out his errors and leads him 
to discover and apply the principles of writing — a method that 
emphasizes the development of the pupil's personality. 

Third — that which frankly presents the principles and rules and 
requires the pupil to apply them in his writing. These may be termed 
the imitative, inductive and deductive methods. One method may be 
best for one pupil, another for another, or all may be effective at 
different stages of the pupil's development The teacher should 
employ any means that will serve best the needs of the individual 
pupil. 



FOR SOUTH DAKOTA 27 

ORAL COMPOSITION 

Since oral expression is used more than written expression, the 
value cannot be over-emphasized. Expression in speech includes:* 
* New York State Syllabus. 

1 . Ability to read ordinary prose and poetry aloud intelligently 
and expressively. 

2 . Ability to answer clearly, briefly and exactly a question on 
which one has necessary information. 

3 . Ability to collect and organize material for oral discussion. 

4 . Ability to join in a conversation or an informal discussion 
contributing one's share of information or opinion, without 
wandering from the point and without discourtesy to others 

Every English recitation should aim to improve the speech of the 
pupil. Each department in high school should co-operate with the 
English department by insisting upon good oral work in recitations. 
Success in overcoming bad habits of speech and acquiring good ones, 
requires absolute uniformity in the enforcement of standards by all 
teachers in the school. 

LITERATURE 

There are at least three reasons for teaching literature: 

First — to teach a love for reading; 

Second — to deepen and enrich the life of the pupil through his 
power to read with appreciation; 

Third — to stimulate the pupil's power of self-expression. 

Everything possible should be done to create a love for reading 
where the tendency is lacking. One the other hand the indiscriminate 
reader should be guided in order to cultivate a taste for good read- 
ing. Very little, if any, intensive and critical study should be done 
the first two years. Such work should be left for the junior and 
senior years. Extensive reading and class-room discussions, if skill- 
fully handled, will create and stimulate a taste for good literature. 

REQUIRED OUTSIDE READING AND REPORTS 

Before a pupil may receive credit for any year's work offered in 
this outline he shall have read and reported, either orally from an 
outline or faith a written report, the content of enough books selected 
from the READING LIST of that year's work to total twenty points. 
Each book in the several lists has been assigned a value. If a fresh- 
man should read and report during the first semester, the first four 
books in the list for the ninth grade he would thereby earn eleven 
points, thus completing his semester's outside reading. The instruc- 
tor should insist that each semester's work in outside reading and re- 
ports be completed early in the semester. The purpose of this work 
is to develop reading habit, and an appreciation of literature. The 
former aim must be realized first, and to this end the pupil should 
be allowed to select from these lists whatever interests him. 

ENGLISH — FIRST YEAR 

(One unit) 
FIRST SEMESTER: 

The work of the semester is divided thus: composition, word 
study, grammar and literature with the greatest stress upon com- 
position and grammar. 

Composition — The aim in teaching composition in the first year 
is to teach accuracy. Short themes, both oral and written, based 
primarily upon the child's experience should be required every day 
during the weeks devoted to composition. Emphasis should be placed 
upon sentence and paragraph unity, coherence and clearness. Devote 
the semester's work to narration with some emphasis upon descrip- 



28 HIGH SCHOOL MANUAL 

tion. Give special attention to spelling, capitalization, punctuation 
and penmanship. No paper dificient in penmanship and spelling 
should be accepted, no matter how proficient in other details. 

Oral Expression — Definite time should be given to oral work 
which should be planned as carefully as the written composition. Short 
talks to the class on subjects interesting to the class should be given 
frequently. Devote some time to current events and memorizing selec- 
tions from poetry and prose. 

"" Word Study- — A good text on word study should be in the hands 
of each pupil. Drill in the use of the dictionary should be given early 
in the course. The pupil should be able to find a word quickly, un- 
derstand the signs of syllabification, accent, pronunciation and deri- 
vation. Lack of facility in expression is not due to lack of ideas, but 
to the lack of means to express ideas. 

Grammar — The purpose of the study of grammar is to develop 
"sentence sense" and to give the pupil a working use of grammatical 
principles that will enable him to correct his own mistakes and lay 
the foundations of correct speech. Therefore, the work in grammar 
should include the analysis of sentences, consisting in drill in syntax 
of words, phrases and clauses. Avoid intricate constructions which 
are beyond the mental ability of the class. Do not indulge in routine 
parsing. To give the pupil knowledge of grammatical principles, drill 
to overcome errors in the following — 

1 . Agreement between subject and verb. 

2. Agreement of pronoun with antecedent. 

3 . Confusion of tenses, especially of the present tense with 
the past tense or the past tense with the present parti- 
ciple. 

4 . Confusion of verbs. 

5 . Use of double negatives. 

6 . Confusion of adjectives and adverbs. 
7 . Use of wrong case. 

Literature — The purpose of the study of literature in the first 
year is to create a love of reading. Read for the joy of reading. Do 
not kill the interest in a good book by intricate study or by dwelling 
too long upon the book. Two classics are recommended for class 
study each semester. They should consist mainly of narration. The 
follownig classics are suggested for class study for the first semester. 
Choose one narrative poem, and one novel. 

The Ancient Mariner, Coleridge 

The Lady of the Lake, Scott 

Snowbound, Whittier 

Selections from American poetry. (About sixty pages from any 
standard collection.) 

Old English Ballads. (Any standard collection.) 

The Last of the Mohicans, Cooper 

Selections from the Odyssey 

Treasure Island, Stevenson 

Stories of the Day's Work, Selected Modern Readings; Davis & 
Getchel 

SECOND SEMESTER: 

Composition — Continue the work in theme writing, occasionally 
requiring a theme of greater length. Require outlines for each com- 
position. Much drill should be given letter writing, both the busi- 
ness and friendly letter. Stress the substance of the letter as well as 
correct form. 

Word Study — Continue the work of the first semester. Give 
special attention to synonyms. At the end of this semester the pupil 



FOR SOUTH DAKOTA 29 

should be reasonably accurate in spelling and pronunciation, and should 
have increased his vocabulary considerably. 

Grammar — The grammar drill during this semester should con- 
sist of sentence analysis and drill on the "minimum essentials." Only 
those parts of grammar should be taught which can be made useful 
to the child in his writing and speaking. 

Literature — During this semester study one drama and one other 
selection. Encourage much outside reading. It is not essential that 
a pupil give a long and technical report on his reading during the first 
year. The following are suggested for class study: 

Old Testament Stories 

Tales of a Wayside Inn, Langfellow. 

Boy's King Arthur, Lanier. 

The Jungle Book, Kipling. 

As You Like It, Shakespeare. 
First Year Reading List: 

2 Alcott, L. M., Eight Cousins; Little, Brown Co. 
2 Alcott, L. M., Joe's Boys; Little Brown Co. 
2 Alcott, L. M., Little Women; Little, Brown Co. 

2 Aldrich, Story of a Bad Boy; Houghton-Mifflin. 

3 Allen, Flute and Violin; Harper. 

2 Bacheller, Dri and I; Grosset. 

3 Barrie, Little Minister, Crowell, Boston. 
3 Barrie, Peter and Wendy, Scribners. 

2 Bishop, Bob Thorpe-Sky Fighter. 

2 Catherwood, Story of Tonty; McClurg, Chicago. 

3 Clemens, Prince and the Pauper, Harper, New York. 
3 Connor, Glengarry School Days, Revell, Chicago. 

3 Cooper, Last of the Mohicans; Dutton, New York. 

3 Cooper, Deerslayer; Dutton, New York. 

3 Davis, Victor of Salamis; Grosset, New York. 

2 Dickens, Christmas Stories; Dutton, New York. 

3 Dickens, Oliver Twist; Dutton, New York. 

2 Doyle, Adventures of Sherlock Holmes; Harper, New York. 

2 Dodge, Hans Brinker; Grosset, New York. 

3 Eggleston, Hoosier Schoolmaster; Grosset, New York 
2 Ewing, Flatiron for a Farthing; Burt. 

2 Ewing, Jan of the Windmill; Burt. 

2 Field, Eugene; Christmas Tales and Christmas Verse. 

3 Fox, Little Shepherd of Kingdom Come; Scribner, New York. 
2 Gates, Biography of a Prairie Girl; Century, New York. 

2 Griswold, Latta, Deering of the Deal; MacMillan. 

3 Goss, W. L., Life of Grant for Bays; Crowell, New York. 
3 Hawkins, Prisoner of Zenda; Holt. 

2 Hasbrouck, L. S., Boy's Parkman; Little, Brown Co. 

2 Hawthorne, Grandfather's Chair; Houghton-Mifflin. 

2 Hough, Story of a Cowboy; Appleton. 

3 Hughes, Tom Brown's School days; Harper, New York. 

3 Irving, Tales of a Traveler; Houghton-Mifflin. 

4 Jackson, Ramona; Little, Brown Co. 
2 Lang, Andrew, Story of Joan of Arc. 
2 Lucas, E. V., Slow Coach. 

2 Lee, M. C, Quaker Girl of Nantucket; Houghton-Mifflin. 

2 Moore, N. H., Deeds of Daring Done by Girls. 

2 Martin, Emmy Lou; Doubleday, New York. 

2 Muir, Stickeen; Houghton-Mifflin. 

3 Nicolay, Helen, Boy's Life of Abraham Lincoln; Century, N. Y. 
1 Richards, L. E., Captain January. 

3 Rihbany, Hidden Treasure of Rasmola. 



30 HIGH SCHOOL MANUAL 

2 Seton, Biography of a Grizzly; Doubleday, New York. 

2 Seton, Two Little Savages; Doubleday, New York. 

2 Smith, Caleb West; Houghton-Mifflin. 

2 Stoddard, Dab Kinzer; Scribners. 

3 Spyri, Johanna, Heidi; Ginn & Co. 
3 Stevenson, Black Arrow; Scribner. 
3 Stevenson, Kidnapped; Scribner. 

3 Trowbridge, Cudjo's Cave; Lothrop. 

2 Trowbridge, Tinkham Brother's Tide Mill; Lothrop. 

3 Tarbell, He Knew Lincoln; MacMillan Co. 

3 Tarkington, Gentleman from Indiana; Doubleday Co. 

3 Van Dyke, The Blue Flower; Scribner. 

3 Verne, Around the World in Eighty Days; Dutton. 

3 White. Blazed Trail; Doubleday. 

Non-Fiction: 

5 Antin, Promised Land; Houghton-Mifflin. 

2 Bishop, The Story of the Submarine. 

3 Bolton, Sarah, Lives of Girls who Became Famous; Crowell. 

4 Bond, Inventions of the Great War. 
3 Fabre, Secret of Everyday Things. 

5 Hadgdorn, Life of Roosevelt; Harper. 
3 Holland, Historic Boyhoods. 

3 Holland, Historic Girlhoods. 

3 Lummis, Some Strange Corners of our Country; Century. 

4 Roberts, Kindred of the Wild; Page, Boston. 
4 Roberts, Watchers of the Trails; Page, Boston. 
3 Roosevelt, Letters of His Children; Scribners. 

3 Stockton, F. R., Buccaneers and Pirates of Our Coast; Grosset. 

3 Stuck, Hudson, Ten Thousand Miles with a Dog Sled. 

4 Wallace, Lure of the Labrador Wild; Revell, Chicago. 

ENGLISH — SECOND YEAR 

(One Unit) 
FIRST SEMESTER. 

Composition — The theme writing of this semester should be based 
on description, narration and exposition. Emphasis should be placed 
upon clearness through connectives, the direct placing of modifiers 
and direct reference. Review punctuation. 

Oral English — Definite drill in oral work in the form of reports 
which call for organization on the part of the pupil should be re- 
quired each week. The subjects should be of special interest to the 
pupil. Outlines should be prepared for each report. Study and 
memorize Lincoln's Gettysburg Speech. 

Literature; — Three classics should be studied this semester. The 
following are suggested: 

The House of Seven Gables, Hawthorn. 

The Sketch Book, Irving. 

Autobiography, Franklin. 

The Blue Bird, Van Dyke. 

Lorna Doon, Blackmore. 

Silas Marner, Eliot. 

The Making of an American, Rues. 

SECOND SEMESTER. 

Composition — Continue the writing of themes as during the first 
semester with special attention to exposition and letter writing. Make 
a study of the newspaper. Require editorials and news items of 
local interest. Work along this line can be stimulated by working 
with the school paper or the local papers. Give careful study to 
figures of speech. 



FOR SOUTH DAKOTA 31 

Oral English — Continue the work of the first semester, placing 
emphasis upon current events. 

Literature — Three of the following are suggested for class study: 

An Inland Voyage and Travels with a Donkey, Stevenson. 

Henry V., Shakespeare. 

The Merchant of Venice, Shakespeare. 

The Piper, Peabody. 

Twelfth Night, Shakespeare. 

Up From Slavery, B. T. Washington. 

Selections from Modern Poetry. 

Types of Short Stories. 

READING LIST — SECOND YEAR 

Fiction. 

Value. Author. Title. Publisher. 

2 Allen, Kentucky Cardinal; Macmillan Co. 

3 Atherton, The Conqueror; Harper. 
3 Bacheller, Eben Holden; Lothrop. 

3 Bacheller, The Light in the Clearing; Lothrop. 

3 Churchill, The Crisis; MacMillan Co. 

3 Churchill, Richard Carvel; Macmillan Co. 

3 Churchill, The Crossing; Macmillan Co. 

2 Connor, Black Rock; Revell. 

2 Connor, Man from Glengarry; Revell. 

2 Deland, Dr. Lavender's People; Harper. 

2 Doyle, White Company; Grosset. 

2 Duncan, Dr., Luke of the Labrador; Revell. 

3 Ebers, George, Egyptian Princess; McClurgs. 
2 Fox, Trail of the Lonesome Pine; Scribners. 

2 Gras, Felix, Reds of the Midi; Appleton. 

3 Henry, O., Four Million; Doubleday. 

3 Johnston, To Have and To Hold; Houghton-Mifflin. 

2 Liljencrantz, Thrall of Lief the Lucky; McClurg. 

4 Mitchell, Adventures of Hugh Wynne; Century. 

3 Norris, Frank, Pit; Doubleday. 

3 Tarkington, Magnificent Amberons; Doubleday. 

3 Tarkington. Monsieur Beaucaire; Doubleday. 

3 Verne, 20,000 Leagues Under the Sea; Henry Coates. 

2 Webster, Daddy Long Legs; Century. 

3 Johnston, To Have and To Hold; Houghton-Mifflin. 
3 Wister, The Virginian; Macmillan Co. 

Non-Fiction: 

3 Burroughs, Camping and Tramping with Roosevelt; Houghton- 
Mifflin Co. 

3 Brooks, J. G., American Citizen; Houghton-Mifflin Co. 

3 Franck, H. A., A Vagabond Journey Around the World; Century. 

3 Grayson, Adventures in Contentment; Doubleday. 

3 Grayson, Adventures in Friendship; Doubleday. 

2 Grenfell, Adrift on an Ice Pan; Houghton-Mifflin Co. 

3 Keller, Helen, Out of the Dark; Doubleday. 
3 Maeterlinck, Life of the Bee; Dood, New York. 

3 Muir, John, Story of My Boyhood and Youth; Houghton. 

3 Ritter, G. H., Impressions of Japan. 

4 Roosevelt, Hunting Trips of a Ranchman. 
4 Roosevelt, African Game Trails; Scribners. 

3 Smith, White Umbrella in Mexico; Houghton. 

3 Stern, My Mother and I. 

3 Washington, B. T., Up From Slavery; Doubleday. 



32 HIGH SCHOOL MANUAL 

ENGLISH — THIRD YEAR 

(One Unit) 
FIRST SEMESTER. 

Composition — The composition work done in the third year 
should show a distinct advance over that of the preceding year. Study 
exposition this semester as a preparation for the study of argumenta- 
tion in the second semester. Stress unity, coherence and emphasis 
in the paragraph, choice of words with attention to barbarisms, collo- 
quilisms. provincialisms, slang, solecisms. 

Oral English — During this semester place emphasis upon oral 
expression. Strive for distinctness, correct pronunciation, clear 
enunciation and well modulated tones. 

Literature — American Literature. Three periods a week. The 
study of the history of literature should be a study of the principal 
movements and tendencies. There are several compilations of Ameri- 
can poetry and it is advisable that some such compilations be in the 
hands of each pupil. In so far as practical, the pupil should read from 
each author, not merely about him. Some suitable text book, not 
a college text, should be used. At the end of the semester the pupil 
should have read something of Irving, Bryant, Cooper, Hawthorne, 
Emerson. Longfellow, Poe. Holmes. Thoreau, Lanier, Webster, Park- 
man and Whitman. 

SECOND SEMESTER. 

Composition — Study argumentation and brief making. 

Oral English — Much of the time devoted to oral expression may 
well be devoted to current events through some good periodical. 

Literature — Three of the following classics are suggested for 
class study: 

Idylls of the King, Tennyson. 

She Stoops to Conquer, Goldsmith. 

Julius Caesar, Shakespeare. 

The Tempest, Shakespeare. 

Selections from Burns. 

A Tale of Two Cities, Dickens. 

Modern Poetry — English and American. 

Pride and Prejudice, Jane Austen. 

Prue and I, Curtis. 

THIRD YEAR READING LIST 
Fiction. 

Value. Author. Title. Publisher. 

2 Aldrich, Majorie Daw; Houghton-Mifflin. 

3 Auerbach, On the Heights. 

4 Austen, Pride and Prejudice, Dutton. 

3 Bacheller, Man for the Ages. 

4 Bronte, Jane Eyre; Burt. 

3 Cable, Old Creole Days; Scribners. 

2 Davis, Soldiers of Fortune; Scribners. 

2 Deland, Old Chester Tales; Harpers. 

4 Dickens, Old Curiosity Shop; MacMillan. 

3 Ford. Hon. Peter Sterling; Holt. 

4 Kipling, Kim; Doubleday. 

5 Kipling, The Light That Failed; Dutton. 

4 Redde, Cloister and the Hearth; Dutton. 
3 Parker, Right of Way; Grosset. 

5 Scott. Kenilworth; Dutton. 

3 Smith, Col. Carter of Cartersville; Houghton. 

3 Thanet. Man of the Hour. 



FOR SOUTH DAKOTA 3 3 

3 Van Dyke, Little Rivers; Scribners. 

3 Van Dyke, Ruling Passion; Scribners. 

Non-Fiction. 

3 Barrie, Margaret Ogilvy; Scribner. 

2 Bennett, How to Live on 24 Hours a Day. 

3 DeLoach, Rambles with John Burroughs; Doran. 
3 Driggs, Heroes of Aviation. 

3 Franck, Four Months Afoot in Spain. 

3 Rolfe, Shakespeare, the Boy. 

3 Turley, Charles, The Voyage of Captain Scott. 

4 Wald, House on Henry Street. 

3 Warner, My Summer in a Garden. 

3 Wilson, Francis, The Eugene Fields I Knew. 

2 Wilson, Woodrow, On Being Human. 

ENGLISH — FOURTH YEAR 

(One Unit) 
FIRST SEMESTER. 

Composition — The composition work of the fourth year should 
be of a more general nature than that of the previous years. There 
should be greater freedom in choice of literary forms. Continue the 
work in argumentation requiring at least one argument of consider- 
able length. Review thoroughly the principles of unity, coherence, 
emphasis in sentences, paragraphs and compositions. Pupils should 
be able to use correct, forceful, clear and idomatic English. 

Oral English — The pupils of the fourth year should be able to 
appear before the class or before the whole school and make a clear, 
forceful speech. He should be able to preside satisfactorily at class 
meets or general meetings. Place emphasis on logical development 
of thought and pleasing manner of presentation. 

Literature — English Literature: this should be taken up in con- 
nection with the selections read as indicated in the outline for Ameri- 
can Literature. A definite study of the various periods and move- 
ments in English Literature should, however, be given. The value 
to a high school student of that portion of the literature before the 
Revival of Learning is somewhat doubtful, but may be briefly studied 
if the teacher deems such study advisable. Considerable attention 
should be given to the Age of Elizabeth, the Puritan Age, the Litera- 
ture of Restoration, the Literature of the Eighteenth century, the 
Romantic period and the Victorian Age. In connection with each of 
these, notice not only the characteristics of leading writers, but also 
the political, religious and economic tendencies and conditions of the 
time. The mere incidents in the lives of the various writers are of 
minor importance compared to the general movement. It is recom- 
mended that a suitable text be in the hands of the pupil for this work. 
Three classics should be studied intensively. 

Modern English Poetry. 

Modern Essays. 

Carlyle's Essay on Burns. 

Macaulay's Life of Johnson. 

Macbeth. 

Hamlet 
SECOND SEMESTER. 

Continue the study of English literature. Brief courses in one 
of the following are suggested: journalism, commercial correspond- 
ence, short story, dramatization. It is recommended that each pupil 
be provided with a handbook of English, such as Wooley's "Hand- 
book of English" or some other good manual, to use as a self help 
in theme work. 



34 HIGH SCHOOL MANUAL 

FOURTH YEAR READING LIST 

Fiction. 

Value. Author. Title. Publisher. 

3 Allen, Choir Invisible; American News. 

4 Barrie, Sentimental Tommy; Crowell. 

4 Bennett, Anna of the Five Towns; Doran. 

2 Burnett, T. Tembaron; Scribners. 

5 Black, Alexander, Great Desire; Harpers. 
5 Cervantes, Don Quixote; Coates. 

3 Chesterton, Innocence of Father Brown; John Lane, New York. 

4 Crawford, Mr. Isaacs; MacMillan Co. 

5 Dickens, David Copperfield; Burt. 
5 Dickens, Pickwick Papers; Burt. 

5 Eliot, Mill on the Floss; Lovell. 

5 Eliot, Adam Bede; Lovell. 

3 Farnol, Broad Highway; Little, Brown Co. 

3 Gaskell, Cranford; Dutton. 

4 Hawthorne, Marble Faun; Crowell. 

5 Hawthorne, Scarlet Letter; Houghton-Mifflin. 
3 Holmes, Elsie Vernier; Houghton. 

5 Hugo, Les Miserables; Burt. 

3 Lane, Nancy Stair; Appleton. 

5 Thackeray, Harry Esmond; Dutton. 

5 Thackeray, Vanity Fair; Dutton. 

5 Trollope, Barchester Towers; Dutton. 

5 Wells, Mr. Brittling Sees it Through; Macmillan. 

4 White, A Certain Rich Man; Macmillan. 
4 Zangwill, Children of the Ghetto. 

Non-Fiction. 

3 Bennett, Your United States; Harper. 

3 Eaton, Green Trails and Upland Pastures. 

4 Galsworthy, Inn of Tranquility. 
4 Hazlitt, Table Talk. 

4 Howells, My Mark Twain; Harper. 

4 Mitchell, Dream Life; Scribners. 

4 Muir, Travels in Alaska; Houghton-Mifflin. 

4 Steiner, Introducing the American Spirit. 

4 Stevenson, Vailma Letters; Scribners. 

4 Torrey, Friends on the Shelf. 

Drama — 

3 Bennett, Arnold, Knoblock. 

3 Edward, Milestones. 

3 Brown, Everywoman. 

4 Barrie, Echoes of the War. (Four little plays) 

3 Galsworthy, Pigeon; Scribners. 

2 Goldsmith, She Stoops to Conquer. 

2 Housman, Prunella. 

4 Ibsen, Doll's House; Appleton. 

3 Kennedy, Servant in the House; Harper. 

3 Loti, Gautier, Daughter of Heaven. 

4 Maeterlinck, Blue Bird; Dodd. 
3 McGroarty, Mission Play. 

3 Noyes, Alfred, Sherwood. 

3 Rostand, Cyrena de Bergerac. 

2 Sheridan, The Rivals. 

2 Syange, Riders of the Sea. 

2 Yeats, Land of Heart's Desire. 

3 Zangwill, Melting Pot; MacMillan. 



FOR SOUTH DAKOTA 35 

BOOKS FOR THE TEACHER 

Bates, Arlo, Talks on Teaching Literature; Houghton. 

Blakely, Gilbert, Teaching Outlines for Studies in English. 

Briggs and Coffman, Methods of Teaching Reading; Row, Peterson. 

Carpenter, Baker, Scott., The Teaching of English; Longman. 

Chubb, Percival, The Teaching of English; MacMillan. 

Colby, J. R., Literature and Life in School; Houghton. 

Corson, Hiram, The Aims of Literary Study; MacMillan. 

Corson, Hiram, The Voice and Spirtual Education; MacMillan. 

Everts, K. J., Speaking Voice. Principles of Training Simplified and 

Condensed; Harper. 
Gardner, E. H., Effective Business Letters; Ronald. 
Goldwasser, Methods in the Teaching of English; Heath. 
Greenough, J. B., Words and Their Ways in English Speech; MacMillan 
Hunt, T. W., Literature, its Principles and Problems. 
Moulton, R. G., World Literature and its Place in General Culture; 

Houghton. 
Orcutt, W. D., The Writer's Desk Book; Stokes. 
Palmer, G. H., Self Cultivation in English; Houghton. 
The Ideal Teacher, Houghton. 
Perry, Bliss, A Study of Fiction; Houghton. 
Shuman, E. L., How to Judge a Book; Houghton. 
Thomas, How to Teach English Classics; Houghton. 
Trent, Hanson Brewster, An Introduction to English Classics; Ginn & 

Company. 
Webster, W. F., English for Secondary Schools; Houghton. 

ARGUMENTATION AND DEBATE 

(One-half Unit.) 

First Semester of Eleventh Year: 
Topics to be studied: 

1 . Evidence. Where to get material and how to classify it. 

2 . The Main issues. Analysis of evidence obtained. 

3 . The brief. How to construct the outline of the argu- 
ment. 

4 . Construction of the argument. Includes suggestions as 

to how to secure conviction and persuasian. 
5 . Refutation. Study of various methods. Includes tests 

of generalizations, analogies, cause and effect. 
6 . Parliamentary procedure. 
Selections from standard authors should be studied for practice 
in briefing. Contemporary writers are preferred if they are men 
of influence. 

Class debates should be held at least once in two weeks. This 
subject may be substituted for one half of the English course, and 
credit should be allowed to the extent of one-half unit. 

Participation in interscholastic debates and the practice for such 
debates may be substituted for part of the class work. 

PUBLIC SPEAKING 

(One-half Unit) 

A. Place in the course, one semester of twelfth year. 

B. Topics to be studied: 

1 . Original speaking. This includes impromptu, extem- 
pore and memory speaking. 

2 . Vocal interpretation of literature. This includes the 
study and giving of good readings or parts from plays. 



36 HIGH SCHOOL MANUAL 

3 . Delivery. Special attention should be given to con- 
versational mode, action, breath control, enunciation 
and pronunciation. 

C. Special suggestions: 

1 . Extempore speaking should be emphasized more than 
any other method as it is the practical method in use 
today. 

2 . The conversational mode of delivery should be stressed 
as it gives the pupil originality and ease in speaking. 



FOR SOUTH DAKOTA 37 



FOREIGN LANGUAGES 



One year of Latin, German, French or Spanish receives no credit, 
but two years receive two units, three years three units, and four 
years four units. 

Schools giving only two years of Latin should teach it largely 
from the English standpoint to familiarize the pupils with the deriva- 
tion of the English words and also to develop a broader knowledge of 
English. 

All pupils in our high schools ought to study at least one foreign 
language. Goethe is said to have remarked, "No one understands his 
own language until he has mastered three foreign languages." The 
significance of this statement is apparent. Such study, too, arouses 
a greater interest in humanity and gives one a broader and more 
sympathetic outlook on life. 

The method of teaching a foreign language should be eclectic. 
No one method is now considered the best. We demand a combina- 
tion of such methods as will bring the best results. The eye, ear, 
hand, tongue — all must be trained to serve in the mastery of a foreign 
language. We must remember, too, that pupils of different ages 
demand different methods of instruction. 

Too much attention cannot be given to phonetics. A ready and 
correct pronunciation is absolutely fundamental and necessary. There 
is not much use to try to teach any language to pupils who stumble 
and stagger over pronunciation. Reading in concert is excellent drill 
and conversation is necessary. 

The fundamental principles of grammar must be learned in the 
first year. In the second year there must be a systematic review of 
these fundamental principles of grammar with advanced work in 
syntax, which of course, will continue during the entire course. Gram- 
mar is necessary for high school and college students. Our tendency 
to get away from it is bad and very much to be deplored. 

Composition should be systematically pursued either in con- 
nection with the classics used as reading material or as separate work. 
Free composition is to be desired, but for high school pupils, it is 
wise to use also a regular composition book. Two recitations each 
week may well be devoted to this work which carries with it grammar 
review and conversation. 

One cannot over-emphasize the importance of the systematic and 
persistent building of an active working vocabulary. This should 
not be given up at the end of the first year and left to the pupils 
themselves, as is too often the case. High school pupils will not, 
of their own accord, continue to build up such a vocabulary. 

LATIN 

The following course has been devised to meet the growing de- 
mand to emphasize the practical value of LATIN: 
THE FIRST YEAR LATIN: (One Credit) 

The aims of the elementary course are to familiarize pupils with 
the vocabulary and to teach the principles of syntax. The contents 
of any standard first year book should be covered as far as possible. 
Often the more difficult constructions in the text are left until the first 
month of the third semester. 



38 HIGH SCHOOL MANUAL 

SECOND YEAR LATIN: (One Credit) 

College entrance credits are granted for either of the second 
year courses mentioned here. It seems to be the general opinion 
that the contents of four books of Caesar is too far advanced for 
students having two semesters of preparation. There are possible, 
therefore, two courses for the second year: a course consisting of 
simple reading matter such as Fabulae Faciles and Biographies and 
two books of Caesar, or the course comprising four books of Caesar 
alone. 
THIRD YEAR LATIN: (One credit) 

Those pupils who have pursued the first course may read two 
books of Caesar and three orations of Cicero. Those who have followed 
the second course will naturally study six orations of Cicero. # Select- 
ed letters of Cicero may be found a profitable substitute for part of 
his orations. 
FOURTH YEAR LATIN. (One credit) 

Recommended for the fourth year are six books of Virgil's Aeneid 
or its equivalent: 15 00 lines of Ovid and selections' from the Aeneid 
amounting to three books. Study of appropriate pictures and classi- 
cal myths appearing in English literature is interesting and profitable 
collateral work. 

Composition Work — The principles of grammar are best under- 
stood by actual practice of translating short English sentences into 
Latin. One day a week is often devoted to this work. Another 
method is favored by many: the daily assignments of a few sentences 
based on the difficult constructions of the lesson. 

Methods — There are many devices that may be used to stimulate 
interest in Latin study in the second and third years. Much can be 
learned of Roman customs and history from Latin clubs and pro- 
grams. Miss Paxon's Handbook for Latin Clubs is an excellent aid 
for this work. Games are greatly favored as an attractive way of con- 
ducting vocabulary drills and forms of a syntax. The Classical 
Journal prints the addresses of several companies handling these 
games. In order to increase the comprehension of the English lang- 
uage, the more common Latin stems should be studied in connection 
with their many derivations. Derivation blanks may be procured and 
used with satisfactory results. A great variety of practical exhibit 
work based on classical mythology, Roman customs, architecture, 
history and derivations may be successfully worked up. These ex- 
hibits are intended to have two effects; to intensify the pupils' inter- 
est in the practical value of Latin and to attract others to the Latin 
course. A very helpful aid in developing this phase of Latin work may 
be found in Miss Sabin's Manual on Relation of Latin to Practical 
Life. (Frances E. Sabin, Madison, Wis.) 

1. Relation of Latin to Practical Life, Frances Ellis Sabin; F. E. 

Sabin, 244 N. Oak Park Ave., Oak Park, 111. 

2. Handbook for Latin Clubs, Susan Parson; D. C. Heath & Co. 

623S Wabash Ave., Chicago, 111. 

3. Classical Journal, December 1921, University of Chicago Press; 

58th. St. & Ellis Ave., Chicago, 111. 

SPANISH 

Spanish pronunciation seems to offer real difficulties to many 
pupils. However, records may be procured, spoken by native Span- 
iards, which will assist the teacher and train the ear and tongue of the 
pupil. Write to the "Student Education Records, Inc.," Lakewood, 
New Jersey, for records speaking about one year's work from D. C. 
Heath's "First Spanish Course" by Hills and Ford. Write to "The 
Iturralde Language Method Company" Alexander Hamilton Hall, 18 
Astor Place, New York City, for the Iturralde Method for the Study 



FOR SOUTH DAKOTA 39 

of Spanish — a book and twenty double records. There are several 
other sets of records on the market. These may be used separately 
or with other courses. 
FIRST YEAR. (One unit) 

There are many beginner's grammars on the market. For the 
first year's work one can select from the following long list: 
Moreno-Lacalle, Elementos De Espanol; Benj. Sanborn Co. 
Hills and Ford, First Spanish Course; D. C. Heath. 
De Vitis, Brief Spanish Grammar and a Spanish Grammar; Allyn & 

Bacon. 
Espinosa-Allen, Elementary Spanish Grammar; American Book Co. 
Olmstead, First Course in Spanish; H. Holt & Co. 
Dorado. Primeras Lecciones De Espanol; Ginn & Co. 
Cherubini, Curso Practico De Espanol; The Jno. Winston Co. 
Haussler-Parmenter, Beginner's Spanish; Chas. Scribners Co. 
Espinosa-Allen, Beginning Spanish; American Book Co. 
Hall, Poco A Poco and All Spanish Method. (Two books) ; World Book 

Company. 

Readers for the first year may be selected from: 
Solano, Cuentos Y Lecturas En Castellano; Silver Burdett Co. 
Harrison, Elementary Spanish Reader; Ginn & Co. 
Pittaro, A Spanish Reader; D. C. Heath Co. 
Roessler-Remy, A First Spanish Reader; American Book Co. 
Hathaway-Berge-Soler Easy Spanish Reader; MacMillan Co. 
Walsh, Primer Libro De Lectura; D. C. Heath Co. 
Ray, Lecturas Para Principiants ; American Book Co. 
SECOND YEAR. (One unit.) 

A more difficult grammar should be used in the second year, or 
probably better, some such book as Outlines of Spanish Grammar by 
Hymen Alpern, for review. (D. C. Heath Co.) Some such book 
as Ford's Spanish Fables and Verse may be introduced during the 
latter half of this year. Selections may be made from the following 
for reading matter: 
Escrich, Amparo; American Book Co. 
Escrich, Fortuna. 
Valera, El Pajaro Verde. 

Doyle-Rivera, En Espana; Silver Burdette Co. 
Haussler and Parmenter, Spanish Reader; Chas Scribner Co. 
Mapes-Velasco, Cuba Y Los Cubanos; Gregg Piib. Co. 
Phipps, Pajinas Sudamericanas; World Book Co. 
Sparkman, Industrial Spanish; Allyn & Bacon. 

Carrion Asa, Zaragueta; Sanborn, Heath, and Silver-Burdette Co's. 
Dorado, Espana Pintoresca; Ginn & Co. 
Martinez Sierra Teatso De Ensueno; World Book Co. 
Those who wish composition texts in addition to the exercises that 
most of the boks now edited for reading contain, can select from the 
following list: 

Crawford, Spanish Composition; H. Holt Co. 
Umphrey, Spanish Prose Comopsition ; American Book Co. 
Wilkins and Alpern, Exercise Book in Spanish; Globe Book Co., N. Y. 

FRENCH 

A two year course is required for credit. A combination of the 
grammatical and direct methods is advised. 

FIRST YEAR (One unit) 

Grammar to the subjunctive, pronunciation, simple French-Eng- 
lish and English-French translation, vocabulary drill, frequent dicta- 
tion. Secure a thorough foundation in grammar, pronunciation and 
vocabulary, and read simple French stories. 



40 HIGH SCHOOL MANUAL 

Suggested Library list from which lesson assignments may be 
made: 

Malot, Sans Famille; Holt & Co., Chicago. 

LaBedolliere, La Mere Michel et Son Chat. 

Cerf. & Giese, Beginning French; Holt & Co. Chicago. 

The New Chardenal, Allyn Bacon Co. 

Meras, First French Book; American Book Co. 
SECOND YEAR. (One Unit) 

Persistent drill on pronunciation, verb form, oral work and dicta- 
tion. Complete the grammar. Read: "L'Abbe Constantine," "Colom- 
ba" and one of the following: "La Poudre aux Yeux," "L' Ete de la 
Saint Martin," or some of the Contes by Maupassant. 

Suggested Library list from which lesson assignments may be 
made: 

Daudet, Trois Contes Choisis. 

Labiche, La Grammaire. 

Labiche, La Poudre aux Yeux. 

Labiche, Le Voyage de M. Perrichon. 

Laboulaye, Contes Bleus. 

Mariet, La Tache du petit Pierre. 

Moinaux, Les Deux Sords. 

Daudet, La Belle — Nivernaise. 

Daudet, Let Petit Chose. 

Daudet, Lettres de Mon Moulin. 

Dumas, La Tulipe Noire. 

Dumas, La Tulipe Noire. 

Dumas, Monte-Chisto. 

Dumas, Les Trois Mousquetaires. 

France A., Le Crime de Sylvestre Bonnard. 

Halvey, LAbbe Constantine. 

Halvey, Un Mariage d' Amour. 

Maupaussant, Huit Contes Choisis. 

Moliere, L'Avare. 

Moliere, Le Bourgeois Gentilhomme. 

Moliere, Le Medicin Malgre Lui. 

Moliere, Le Misanthrope. 

Moliere, Les Femmes Savantes. 

GERMAN 

FIRST YEAR. (One unit.) 

The work should be based upon some such book for beginners as 
SCHMIDT-GLOKKE'S DAS ERSTE JAHR DEUTSCH, D. C. Heath Co., 
or SPANHOOFD'S ELEMENTARBUCH DER DEUTSCHEN SPRACHE 
D. C. Heath Co. The grammar must be thoroughly learned. Easy 
poems should be committed to memory. A reader with more difficult 
reading matter should be used, especially toward the end of the year 
Selections for this year can be made from the following list: 

Kern, German Stories Retold; American Book Co. 

Guerber, Marchen and Erzahlungen; D. C. Heath Co. 

Lange, Easy German Reading; Allyn & Bacon. 

Allen, Daheim; H. Holt & Co. 

Anderson, Marchen; D. C. Heath & Co. 

Seeligmann, Altes and Neues; Ginn & Co. 
SECOND YEAR. (One unit.) 

The work of this year should include a thorough review of 
grammar, using some such book as Harris GERMAN GRAMMAR, 
American Book Co. Use, too, during this year, some such composition 
book as Wesselhoelft's GERMAN EXERCISES. D. C. Heath Co. Some 
such book of poems as Dillard's AUS DEM DEUTSCHEM DICHTER- 



FOR SOUTH DAKOTA 41 

WALD, American Book Co., is advised — many poems being read, 
some learned. Selections be made from the following list for semes- 
ter's reading: 

Storm, Immensee; American Book Co. 

Stokl, Alle Funf; D. C. Heath Co. 

Spyri, Moni, Der Geissbnb; D. C. Heath Co. 

Benedix, Nein; D. C. Heath Co. 

Volkmann, Kleine Geschichte; D. C. Heath Co. 

Menchkwitz and Unwerth, Edelsteine; Ginn & Co. 

Grimm, Marchen; American Book Co. 

Spyri, Rosenresli; D. C. Heath Co. 

SECOND YEAR — Second Semester. 

Selections can be made from the following list: 

Bluthgen, Das Peterle Von Nurnberg; American Book Co. 

Bolt, Peterle am Lift; D. C. Heath Co. 

Wilhemini, Einer Muss Heiraten; H. Holt & Co. 

Benedix, .Eigenainn; H. Holt & Co. 

Heyse, L'Arrabbiata ; Allyn & Bacon. 

Von Hillern, Hoher als die Kirche; Allyn & Bacon. 

Zschokke, Der Zerbrochene Krug; Allyn & Bacon. 

Elz, Er 1st Nicht Eif ersuchtig ; D. C. Heath Co. 



42 HIGH SCHOOL MANUAL 



MATHEMATI( 1 K 



In the reorganization of Secondary Education, it is being demand- 
ed that every subject must have a direct social objective. Mathe- 
matics has this, but it has not always been taught with the social 
aim in mind. Too often it has been taught as an end in itself and 
not as a means of determining the pupil's welfare. From now on. 
if it remains in the curriculum, it must have a social value. 

In all mathematics courses emphasis should be placed upon the 
process of thinking involved, rather than upon the mere manipula- 
tion of abstract numbers and figures. Problems which deal with 
every day life should be introduced, thus stimulating the students' 
interest, and revealing the practical value of high school mathematics. 
A certain minimum amount of knowledge must be accquired as a 
working basis. This is indispensable for further study of mathematics, 
of the sciences and for college entrance. The courses have been 
arranged with this in view, and the minimum requirement is one 
year of elementary algebra and one year of plane geometry. Those 
pupils who will continue their education in technical and engineering 
colleges, should elect an additional half year each of algebra, solid 
geometry, and plane trigonometry. 

Elementary Algebra 

(One unit.) 
I. 
The division by months is only suggestive but the entire course 
should be completed in one year. 

(1) The pupils should be introduced to algebraic symbols, 

simple equations and to the positive and negative sign. 
( 2 ) Pupils must be taught to represent quantities and to in- 
dicate mathematical relations and operations by means 
of the algebraic symbols and to translate these symbols into 
words. 
( 3 ) Signs of aggregation should be mastered, first the removal 
of the symbols from algebraic expressions and then the 
inserting of specified terms of expressions with the symbols. 

(4) Addition and subtraction of numbers having a common fac- 
tor. 

( 5 ) Multiplication and division of monomials and polynomials 
by a monomial. 

i 6 I To form equations for simple problems. 

II. 

(1) The meaning of "plus" and "minus" should be explained 
clearly. Use the graph. It will be a great help in teach- 
ing this. 

(2) Solving examples that employ transposition. 
( 3 ) Checking or verifying results. 

III. 

(1) Four fundamental operations with positive and negative 
quantities should be taken up now with marked emphasis 
on accuracy and then speed. Literal co-efficients and 
exponents should be taken up as well as the numerical co- 
efficients and exponents. The pupil should have no more 
difficulty with the one than the other. 

(2) Multiplication and division of polynomials by polynomials. 



FOR SOUTH DAKOTA 43 

IV. 

(1) A great many problems should be given to teach the pupil 
to form equations and to use algebraic signs and symbols. 
Also teach them to write problems from equations given. 

(2) Introduce simultaneous equations by use of graphs. 

(a) Graphic representation of statistics. 

(b) Graphic representation of problems of motion. 

(c) Graphic representation of simple or linear equations. 

(d) Graphic representations of simultaneous equations. 

(3) When graphs are mastered the pupils are interested in 
checking the graph by means of some other method. The 
solution of simultaneous equations can now be taught by 
eleminatiting by (a) addititon and subtraction (b) substitu- 
tion (c) comparison. Care should be taken that pupils 
know the name of each method and that they learn to 
choose the method best suited to each problem. 

(4) Emphasize the fact that there exists only one value for X 
and Y and that the same values are found by all methods. 

(5) Check all results. 

V. 

(1) Special rules for Multiplication. 

(2) Factoring. Since factoring is perhaps the most essential 
part of algebra, plenty of time should be given to the sub- 
ject. Oral work is necessary here and all factoring should 
be done by inspection. At least seven type forms should 
be given in the first year and care should be taken that 
speed as well as accuracy is acquired. The seven import- 
ant cases are: 

(1) Common monomial factor. 

(2) Perfect trinomial square. 

( 3 ) Difference of two squares. 

(4) Sum of two cubes. 

(5) Difference of two cubes. 

(6) Cross Products. 

(7) Grouping. 

VI. 

(1) Highest Common Factor and Least Common Multiple should 
be taught in their simple forms. This gives a good re- 
view of factoring. 

(2) Reducing fractions to lowest terms. 

(3) Reduction of fractions to Common Denominator. 

(4) Reduction of mixed expressions to fractions with Common 
Denominator. 

VII. 

(1) Addition and subtraction of fractions. 

(2) Multiplication and division of fractions. 

(3) Equations that involve all forms of fractions. 

(4) Problems that involve fractions. 

VIII. 

(1) Involution and Evolution. ■ 

(2) Powers and roots require drill for accuracy. 

(3) Pupils should learn squares of numbers from 1 to 25 and 
cubes from 1 to 12. 

(4) Square root needs particular attention as it is so very im- 
portant in quadratics. 

IX. 
(1) Can be devoted to radical and simple quadratics or to a 
general review of the year's work by means of supplemen- 
tary examples and problems. 



44 HIGH SCHOOL MANUAL 

Advanced Algebra 

(One-half unit) 
The course in advanced algebra is a semester subject to be offer- 
ed not earlier than the third year and after the pupil has had a 
course in Plane Geometry. The work serves as a review of elementary 
algebra as well as a study of the more advanced principles. The 
student should be sufficiently developed at this stage to gain some 
appreciation of Mathematics as a science. A brief outline of the 
work is as follows: 

I. 

(1) Review of fundamental operations, factoring, L. C. M., 
H. C. F. 

(2) Multiplication and division with exponents that are literal, 
also fractional exponents. 

(3) Development of more difficult work in complex fractions, 
continued fractions, H. C. F., L. C. M. 

(4) Review simultaneaous equations, by the four methods, also 
formula method. 

II. 
( 1 ) Radicals of all kinds. 
i l! i Quadratic equations by five methods. 

A. Factoring. 

B. Complete square, 1st and 2nd methods. 

C. Formula. 

D. Solving by use of graph. 

III. 

(1) Simultaneous quadratic equations with the special method 
of solution. 

(2) Problems involving simultaneous quadratics. 

IV. 

(1) Progressions, Arithmetical and Geometrical. 

(2) Ratio and Proportion. 

(3) Logarithms sufficient to illustrate the workings of expon- 
ents. 

V. 
(1) The last two weeks of the course should be given over to 
review. Where the class is sufficiently strong the Binom- 
ial Theorem may be developed. 

Geometry 

(One unit) 

The disciplinary value of Geometry, to the extent that we former- 
ly thought of it, is seriously in question. Psychologists, however, 
will grant that what there is in method and general procedure can 
be transferred. The method of forming conclusions has all the power 
of formal logic. What the lever is to the mechanic in lifting weights, 
logical mathematical procedure is to the mathematician in solving 
his problem. Mechanical advantage to the one corresponds to mathe- 
matical advantage to the other. 

In its practical value, Geometry cultivates space intuitions and 
appreciation of, and control over, forms existing in the material world, 
which can be secured from no other topic in the high school curriculum 
Its applications to mensuration and the satisfaction derived by the 
pupil in unifying the formulas of mensuration already met by him in 
arithmetic, are well recognized by all teachers. 

The lists of theorems which follow are not to be taken as ex- 
haustive and it is distinctly understood that theorems may be added 
at the discretion of the teacher, e. g.: the theorem on the existence 
of regular polyhedra may find a place in certain courses. Some 



FOR SOUTH DAKOTA 45 

theorems are omitted only with the understanding that they may be 
inserted as exercises for the student. 

The Minimum of theorems follows: 

I. Theorems for Informal Proof 

(The following theorems may be stated as assumptious, or may 
be given such informal proof as the circumstances may demand.) 

I . All straight angles are equal. 

2 . ATI right angles are equal. 

3 . The sum of two adjacent angles whose exterior sides lie in 

the same straight line equals a straight angle. 
4 . If the sum of two adjacent angles equals a straight angle, 

their exterior sides form a straight line. 
• 5 . Only one perpendicular can be erected from a given point 

in a given line. 
6. The length of a circle (circumference) lies between the 

lengths of the perimeters of the inscribed and circumscribed 

convex polygons. 

7 . The area of a circle lies between the areas of inscribed and 

circumscribed convex polygons. (It is recommended that state- 
ments 6 and 7 be used as definitions to be inserted as con- 
text. ) 

8 . Two lines parallel to the same line are parallel to each other. 

9. Vertical anges are equal. (Very informal proof sufficient.) 

10. Complements of equal angles are equal. 

II. Supplements of equal angles are equal. 

12. The bisectors of vertical angles lie in a straight line. 

13. Any side of a triangle is less than the sum of the other two 
and greater than their difference. 

14. A diameter bisects a circle. 

15. A straight line intersects a circle at most in two points. 

II. Congruence of Triangles 

1. Anv two triangles ABC and A'B'C are congruent if: 

(1) a = a' b = b' C = C 

(2) a = a' B = B' C = C 

(3) a = a' b = b' c = c' 

(4) a = a' c = c' C = C' = 90° 

2. A triangle is determined when the following are given: 
(1) a, b, C; (2) a, B, C; (3) a. b, c; (4) a, c, C = 90° 

(Synonymous to 1.) 

3. Construction of triangles from given parts; measurement of 
unknown parts by ruler and protractor. Given: (1) a. b, C; (2) 
a, B, C; (3) a, b, c; (4) a, b, C, possible two solutions. 

(This is the fundamental elementary idea of trigonometry.) 

4. In any two triangles if a = a' and b = b', either the inequali- 
ties c = / = c' or C = / = C is a consequence of the other. 

III. Congruent Right Triangles 

1 . Two right triangles are congruent if, aside from the right 
angles, any two parts, not both angles, in the one are equal to cor- 
responding parts of the other. 

2 . If two oblique lines c and c' be drawn from a point in a 
perpendicular p to line AA', cutting off distances d and d', then any 
one of the equalities c = c', d = d', A = A', B = B', is a consequence of 
any other. 

3 . A diameter perpendicular to a chord bisects the chord, the 
subtended angle at the center, and the subtended arc; conversely, a 
diameter which bisects a chord is perpendicular to it. 

4 . If two oblique lines, c and c', be drawn from a point in a 
perpendicular p to a line AA', cutting off unequal distances d and d', 



46 HIGH SCHOOL MANUAL 

then either of the inequalities c = /=c', d = / = d', is a consequence of 
the other. (In particular, c is greater than p.) 

5. If, in a triangle ABC, a = b, the perpendicular from C on c 
divides the triangle into two congruent triangles. 

6. In a triangle ABC, either of the equations a = b. A = B, is a 
consequence of the other. 

7. In a triangle ABC, either of the statements a = / = b, 
A = / = B, is a consequence of the other. 

IV. Subtended Arcs, Angles and Chords 

1 . In the same circle, or in equal circles, any one of the equa- 
tions d = d', k = k', c = c', = 0', is a consequence of any other one 
of them. (A6, 7, 8, 9, G9.) 

2 . In any circle an angle at the center is measured by its in- 
tercepted arc. (Only the commensurable case.) 

3 . If a circle is divided into equal arcs, the chords of these 
arcs form a regular polygon. 

4. To construct an angle equal to a given angle. (Regular 
polygons and other approximate constructions may be drawn by 
means of the protractor.) 

V. Perpendicular Bisectors 

1 . The perpendicular bisector of a line-segment is the focus of 
points equidistant from the ends of the segment. 

2 . To draw the perpendicular bisector of a given line-segment. 

3 . To erect a perpendicular at a given point in a line. 

4 . To construct a perpendicular from a given point to a given 
line. (Corollary to 2.) 

5. To bisect a given arc or angle. (See III, 3.) 
6 . To inscribe a square in a circle. 

7 . One, and only one, circle can be circumscribed about any 
triangle. 

8 . Three points determine a circle. Two circles can intersect, 
at most, in two points; this will happen when the distance between 
their center is less than the sum of the radii and greater than the dif- 
ference of the radii. (Corollary to 7.) 

9. Given an arc of a circle, to find its center. (Corollary to 7.) 

10. A circle may be circumscribed about any regular polygon. 

11. The perpendicular bisectors of the sides of a triangle meet 
at one point. , 

VI. Bisectors of Angles. 

1 . The bisector of any angle is the locus of points equidistant 
from the sides of the angle. 

2. A circle can be inscribed in any triangle. (Construction to 
be given.) 

3 . A circle can be inscribed in any regular polygon. 

4 . Of the inscribed and circumscribed regular polygons of n and 
2 n sides for a given circle, to draw the remaining three polygons when 
one is given. 

5 . The bisectors of the angles of any triangle meet at one point. 

VII. Parallels. 

1 . When two lines are cut by a transversal, the alternate in- 
terior angles are equal only, if those two lines are parallel. 

When two lines are cut by a transversal, the alternate interior 
angles are unequal, only if the lines are not parallel. 

2 . When two lines are cut by a transversal, the corresponding 
angles are equal, and the two interior angles on the same side of the 
transversal are supplementary, only if the two lines are parallel. 

3 . The two lines in the same plane perpendicular to the same 
line are parallel. (Only one perpendicular can be let fall from a 
point without a line to that line.) 



FOR SOUTH DAKOTA 47 

4 . A line perpendicular to one of two parallels is perpendicular 
to the other also. 

5 . If two angles have their sides respectively parallel or re- 
spectively perpendicular to each other, they are either equal or sup- 
plementary. 

6 . Through a given point draw a straight line parallel to a 
given straight line. 

7 . A parallelogram is divided into two congruent triangles by 
either diagonal. 

8 . In any paralleogram, the opposite sides are equal, the oppo- 
site angles are equal, the diagonals bisect each other. 

9. In any convex quadrilateral, (a) if the opposite sides are 
equal, or (b) if the opposite angles are equal, or (c) if one pair of 
opposite sides are equal and parallel, or (d) if the diagonals bisect 
each other, the figure is a parallelogram. 

VIII. Angles of a Triangle 

1 . In any triangle the sum of the angles is equal to two right 
angles. 

2 . In any triangle any exterior angle is equal to the sum of 
the two opposite interior angles. 

3 . The sum of the interior angles of a polygon of n sides is 
2 (n — 2) right angles. 

4. To inscribe a regular hexagon in a circle. (To construct 
an angle of 60°. Synonymous to 4.) 

IX. Inscribed Angles 

1 . An angle inscribed in a circle is measured by half of its 
intercepted arc. 

2 . Angles inscribed in the same segment are equal to each 
other. 

3 . An angle inscribed in a semicircle is a right angle. 

4 . The two arcs intercepted by parallel secants are equal. 

5 . The angle between a tangent and a chord is measured by 
half the intercepted arc. 

6 . The angle between any two lines is measured by half the 
sum, or half the difference, of the two arcs which they intercept on 
any circle, according as their point of interesection lies inside of, 
or outside of, the circle. 

7 . The tangent to a circle at a given point is perpendicular to 
the radius at that point. 

8 . For a given chord, construct a segment of a circle in which 
a given angle can be inscribed. 

9 . Draw a tangent to a given circle through a given point. 

10. The tangents to a circle from an external point are equal. 

X. Segments Made by Parallels 

1 . If a series of parallel lines cut off equal segments on one 
transversal, they cut off equal segments on any other transversal. 

2 . The segments cut off on two transversals by a series of 
parallels are proportional. (Only the commensurable case.) 

3 . A line divides two sides of a triangle proportionally, the 
segments of the two sides being taken in the same order, only if, 
it is parallel to the third side. (Only the commensurable case.) 

4 . Divide a line-segment into n equal parts or into parts pro- 
portional to any given segments. 

5 . Find a fourth proportional to three given line-segments. 

XI. Similar Triangles 
1. Two triangles ABC and A'B'C are similar if: 
(1) A = A' B = B' C = C 

or (2) a = ka' b = kb' C = C 

or (3) a = ka' b = kb' c = kc' 



4 8 HIGH SCHOOL MANUAL 

where k is a constant factor of proportionality. ( See pre- 
face, Article 7.) 

2. Given a fixed point P and a circle C. the product of the two 
distances measured along any straight line through P, from P to 
the points of intersection with C, is constant. This product is also 
equal to the square of the tangent from P to C if P is an external 
point. 

3 . The bisector of any angle of a triangle divides the opposite 
sides into segments proportional to the adjacent sides. 

4 . Construct a triangle similar to a given triangle. 

XII. Similar Figures 

1 . Polygons are similar only if they can be decomposed into 
triangles which are similar and similarly placed. 

2 . Regular polygons of the same number of sides are similar. 

3 . The perimeters of similar polygons are proportional to any 
two corresponding lines of the polygons. 

4 . Construct a polygon similar to a given polygon. 

XIII. Similar Right Triangle* 
(Numbers 2, 3, 4, following should have a place where time for 
their discussion can be secured.) 

1. Any two right triangles are similar if an acute angle of the 
one is equal to an acute angle of the other, or if any two sides of 
one are proportional to the corresponding s'ides of the other. 

2. For a given acute angle A, the sides of any right triangle 
ABC (C = 90°) form fixed ratios, called the sine (a/c), the cosine 
(b/c) the tangent (a/b). 

3 . Computation of a two-place table of sines, cosines, tangents 
from actual measurements. 

4 . Solution of right triangles with given parts by Use of the 
preceding table of ratios. (Height and distance exercises.) 

XIV. Right Triangles 

1 . In any right triangle ABC the perpendicular let fall from 
the right angle upon the hypotenuse divides the triangle into similar 
right triangles, each similar to the original triangle. 

2 . The length of the perpendcular p is the mean proportional 
between the segments m and n of the hypotenuse; i. e., p 2 = mn. 

3 . Either side, a or b, is the mean proportional between the 
whole hypotenuse c and the adjacent segments m or n; that is, a 2 = 
cm; b 2 = cn. 

4. To find a mean proportional between two given line-seg- 
ments. 

5 . The sum of the squares of the two sides of a right triangle 
is equal to the square of the hypotenuse: a 2 + b 2 = c = . 

(It should be noticed that the proposition can be proved either 
algebraically or geometrically.) 

6. In any triangle ABC, if B is less than 90°, then b 2 = a 2 + c 2 — 
2cm; if B is greater than 90°, then b 2 = a 2 + c 2 + 2cm, where m is the 
projection of a on c. 

7 . Given the radius of a circle and a perimeter of an inscribed 
regular polygon of n sides, to find the perimeter of the circumscribed 
regular polygon of n sides and the perimeter of the inscribed regular 
polygon of 2 n sides. 

XV. Areas 

1 . The area of a rectangle is the product of its base and its 
altitude; i. e., a = bh. 

(This formula may be taken as the definition of area.) 

2 . Parallelograms or triangles of equal bases and altitudes are 
equivalent. 



FOR SOUTH DAKOTA 49 

3 . The area of a parallelogram is the product of its base and 
its altitude, i. e., a = bh. 

4 . The area of a triangle is one-half the product of its base and 
its altitude; i. e., a= 1 / £bh. 

5 . The area of a trapezoid is one-half the product of its altitude 
and the sum of of its bases; i. e., a= y 2 (b 1 + b : ,)h. 

6 . The areas of similar triangles or polygons are proportional to 
the squares of corresponding lines. 

7 . The area of a regular polygon is one-half the product of its 
perimeter and its apothem. 

8 . The area of any circle is one-half the product of its cir- 
cumference and its radius. 

9 . The areas of two circles are proportional to the squares of 
Wieir radii. (May be treated as suggested in preface, article 3.) 

10. Construct a square equivalent to the sum of two given 
squares. (Pythagorean proposition.) 

11. Construct a square equivalent to a given rectangle. (Mean 
proportional.) 

SOLID GEOMETRY 

(One-half unit) 

In solid Geometry the utilitarian features play an increasingly 
important part. The mensuration involved in plane geometry is so 
simple as to be fairly well understood as presented in arithmetic. 
Solid Geometry, however, offers a rather extended field for practical 
mensuration in connection with algebraic formulas. A further appli- 
cation is found in the power afforded to visualize solid forms from 
flat drawings, a power that is essential to the artisan and valuable to 
every one. 

A minimum of theorems follows: 

I. Theorems for Informal Proof 

1 . If two planes cut each other, their interesction is a straight 
line. 

2 . Two dihedral angles have the same ratio as their plane 
angles. 

3 . The face of every section of a cone made by a plane passing 
through the vertex of the cone is a triangle. 

4 . The face of every section of a cylinder made by a plane 
passing through an element of the cylinder is a parallelogram. 

5 . The area of a sphere lies between the areas of a circum- 
scribed and inscribed convex polyhedrons. 

6. The volume of a sphere lies between the volumes of circum- 
scribed and inscribed convex polyhedrons. 

(It is recommended that statements 5 and 6 be used as defini- 
tions to be inserted at context.) 

7 . The projection of a straight line upon a plane is a straight 
line. 

II. Corollaries from Plane Geometry 

(The ability to make the transfer from plane geometry to solid 
geometry, and vice versa, in forming conceptions and in logical de- 
ductions is of the utmost importance. The following theorems are 
easily reducible to plane geometry in, at most, two or three planes. 
The intention is that careful proofs be given, but the student should 
see that these theorems result immediately from known theorems of 
plane geometry.) 

1 . The intersections of two parallel planes with any third plane 
are parallel. 

2 . A plane containing only one of two parallel lines is parallel 
to the other. 



50 HIGH SCHOOL MANUAL 

3 . If a straight line is parallel to a plane, the intersection of 
the plane with any plane drawn through the line is parallel to the 
line. 

4 . Through a given point, only one plane can be passed parallel 
to two straight lines not in the same plane. 

5 . Through a given straight line only one plane can be passed 
parallel to any other given straight line in space, not parallel to the 
first. 

6 . Through a given point, only one plane can be drawn parallel 
to a given plane. 

7 . If a perpendicular PO be let fall from a point P to a 
plane L, any one of the equalities a = a', c = c', B = B', A = A' is a 
consequence of any other of them, and any one of the inequalities 
a = / = a', c = /=c', B = B', A = A' is a consequence of any other of 
them. 

8 . The perpendicular PO is shorter than any oblique line. 
9 . Two straight lines are parallel to each other only if they are 
both perpendicular to some one plane. 

10. If two straight lines are parallel to a third, they are parallel 
to each other. 

11. Two planes are parallel to each other only if they are both 
perpendicular to some one straight line. 

12. The locus of points equidistant from the extremities of a 
straight line is a plane perpendicular to that line at its middle point. 

13. If two straight lines are cut by three parallel planes, their 
corresponding segments are proportional. 

14. The locus of points equidistant from two intersecting planes 
is the figure formed by bisecting planes of their dihedral angles. 

III. Planes and Lines 

1. If a straight line is perpendicular to each of two other 
straight lines at their point of intersection, it is perpendicular to 
every line in their plane through the foot of the perpendcular. 

2 . Every perpendicular that can be drawn to a straight line 
ata given point lies in a plane perpendicular to the line at the 
given point. (Corollary to I.) 

3 . Through any point only one plane can be drawn perpendi- 
cular to the given line. (Corollary to I and II, 11) 

4. Through a given point only one perpendicular can be drawn 
to any given plane. (Corollary to 1.) 

5 . If two angles have their sides respectively parallel and lying 
in the same direction, they are equal, and their planes are parallel. 

6 . If a line meets its projection on a plane, any line of the 
plane perpendicular to one of them at their intersection is perpen- 
dicular to the other also. 

7 . Between any two straight lines not in the same plane only 
one common perpendicular can be drawn, and this common perpen- 
dicular is the shortest line that can be drawn between the two lines. 

8 . Two planes are perpendicular to each other only if, a line 
perpendicular to one of them at a point in their intersection lies in 
the other. 

9 . If a straight line is perpendicular to a plane, every plane 
passed through the line is perpendicular to the first plane. (Corollary 
to 8.) 

10. If two interesecting planes are each perpendicular to a third 
plane, their intersection is also perpendicular to that plane. (Corol- 
lary to 8.) 

11. Through a given straight line oblique to a plane only one 
plane can be passed perpendicular to the given plane. 

12. The acute angle which a straight line makes with its own 



FOR SOUTH DAKOTA 51 

projection on a plane is the least angle which it makes with any line 
of the plane. 

13. Two right prisms are congruent if they have congruent bases 
and equal altitudes. 

14. If parallel planes cut all the lateral edges of a pyramid, or 
a prism, the sections are similar polygons; in a prism, the sections are 
congruent; in a pyramid, their areas are proportional to the squares of 
their distances from the vertex. 

15. Every section of a circular cone made by a plane parallel to 
its base is a circle, the center of which is the intersection of the plane 
with the axis. 

16. Parallel sections of a cylindrical surface are congruent. 

IV. Spheres 

1 . Every section of a sphere made by a plane is a circle. 
(Several corallaries may be added.) 

2 . The interesection of two spheres is a circle whose axis is 
the line of centers. 

3 . The shortest path on a sphere between any two points on it 
is the minor arc of the great circle which joins them. 

4 . A plane is tangent to a sphere only if it is perpendicular to 
a radius at its extremity. 

5 . A straight line tangent to a circle of a sphere lies in a plane 
tangent to the sphere at the point of contact. 

6 . The distances of all points of a circle on a sphere from 
either of its poles are equal. 

7 . A point on the surface of a sphere, which is at the distance 
of a quadrant from each of two other points, not the extremities of a 
diameter, is the pole of the great circle passing through these points. 

8 . A sphere can be inscribed in or circumscribed about any 
given tetrahedron. 

9 . A spherical angle is measured by the arc of a great circle 
described from its vertex as a pole and included between its sides 
(produced if necessary.) 

V. Spherical Triangles and Polygons 

(Every theorem stated here may also be stated as a theorem on 
polyhedral angles.) 

1 . Each side of a spherical triangle is less than the sum of the 
other two sides. 

2. The sum of the sides of a spherical polygon is less than 360°. 

3 . The sum of the angles of a spherical triangle is greater than 
180° and less than 540°. 

4 . If A'B'C is the polar triangle of ABC, then, reciprocally, 
ABC is the polar of A'B'C 

5 . In two polar triangles each angle of the one is the supple- 
ment of the opposite side in the other. 

6 . Vertical spherical triangles are symmetrical and equivalent. 
7 . Two triangles on the same sphere are either congruent or 
symmetrical if: 

a = a' B = b' c = c' 

or a = a' b = b' C = C 

or a = a' B = B' C = C 

orA = A' B = B' C = C 

8. Either of the equations a = b, A = B is a consequence of the 

other. 

VI. Mensuration 
(The relation between the areas and volumes of similar solids 
may be treated as corrollaries in individual cases. It is understood 



52 HIGH SCHOOL MANUAL 

that certain statements concerning limits may be assumed either ex- 
plicitly or implicitly. These are not stated as theorems. 

1. An oblique prism is equivalent to a right prism whose base 
is a right section of the oblique prism and whose altitude is a lateral 
edge of the oblique prism. 

2. A plane passed through two diagonally opposite edges of a 
parallelopiped divides it into two equivalent triangular prisms. 

3 . The lateral area of a prism is the product of a lateral edge 
and the perimeter of a right section. (Corollary of plane geometry.) 

4 . The lateral area of a regular pryramid is one-half the 
product of the slant height and the perimeter of the base. (Corollary 
of plane geometry. ) 

5 . The lateral area of a right circular cylinder is the product of 
the altitude and the circumference of the base; i. e., S = 2 | | rh 

6 . The lateral area of a right circular cone is one-half the 
product of the slant height and the circumference of the base. 

7 . The lateral area of a frustum of a regular pyramid is one- 
half the product of the slant height and the sum of the perimeters of 

8. The lateral area of a frustum of a right circular cone is 
one-half the product of the slant height and the sum of the circum- 
ferences of the bases. 

9 . The area of a zone is the product of its altitude and the cir- 
cumference of a great circle. 

10. The area of a sphere is the product of its diameter and the 
circumference of a great circle. 

11. The area of lime is the surface of a sphere as the angle 
of the lune is to 360°. 

12. The area of a spherical triangle is to the area of the sphere 
as its spherical excess is to 7 20°. 

13. The volume of a rectangular parallelopided is the product of 
its three dimensions. (This may be taken as a definition.) 

14. The volume of any parallelopided is the product of its base 
and altitude. 

15. The volume of any prism is the product of its base and its 
altitude. 

16. The volume of any pyramid is one-third the product of its 
base and its altitude. 

17. The volume of a circular cylinder is the product of its base 
and its altitude. 

18. The volume of a circular cone is one-third the product of 
its base and its altitude. 

19. The volume of a spherical sector is one third the product of 
the radius and the zone which is its base. 

20. The volume of a sphere is one-third the product of its 
radius and its area. 

PLANE TRIGONOMETRY 

(One-half unit.) 
The work in Trigonometry is open to pupils who have completed 
the work in third semester algebra and solid Geomerty. In Trigo- 
nometry as in no other high school mathematics the student can 
realize the practical value of algebra and plane geometry. Much 
field work should be done in order to make the work concrete. 
Where a transit is available, heights of vertical objects should be 
calculated and various triangles should be laid out and the areas 
computed. 



FOR SOUTH DAKOTA 53 

The following minimum outline of work is suggested: 
1 . Definitions and the relations of the six trigonometric func- 
tions as ratios; circular measurement of angles. 

2. Familiarity with the graphs of each of the six trigonometric 
functions. 

3 . Functions of complementary and supplementary angles. 
4 . Inverse functions. 

5 . Tracing the changes in sign of each of the six functions as 
the angle passes from one quadrant to another. 

6. The derivation of the values of the six trigonometric func- 
tions for angles of 0°, 30°. 45°, 60°, 90°, 180°, and 270°. 

7 . Solution of right triangles and applications involving angles 
of 30°, 45° and 60°. 

8 . Proofs of principal formulas in particular those for sine, 
cosine, and tangent of the sum and difference of two angles, of double 
an angle, and half an angle, and the transformation from the sum to 
the product of two sine or cosine functions. 

9 . Solutions of numerous identities applying the formulas 
developed. 

10. Solutions of trigonometric equations of a simple character. 

11. Logarithms ( five-place table.) 

12. Derivation of all formulas involved in the solution of 
oblique triangles. 

13. Solution of oblique triangles. 

14. Practical applications involving the solution of oblique 
triangles. 

Reference Material 

Teaching of Geometry, Florence Milner; D. C. Heath & Co. 

A Source Book of Problems for Geometry, Mabel Sykes; Allyn & Bacon 

Real Problems in Geometry, James F. Millis; Teachers College Record, 
March, 1919. 

Real Problems in Geometry and Algebra, School Science and Mathe- 
matics. 

Lessons in Experimental Geometry, Hall & Stevens; The Macmillan Co. 

Numerous Problems in Geometry, J. G. Estill; Longman Green & Co. 

Mensuration, G. B. Halsted; Ginn and Co. 

Elementary Mensuration, F. H. Stevens; The MacMillan Co. 

Science and Mathematics Magazine, Smith & Turton; Mount Morris, 
Morris, 111. 

Elements of Mechanics, M. Merrimen; John Wiley & Sons. 

Shop Problems in Mathematics, Beckenridge; Ginn & Co. 

Mathematical Recreations and Problems, Ball; The MacMillan Co. 

Exercises in Factoring; D. C. Heath & Co. 

The Teaching of Geometry, David Eugene Smith; Ginn & Co. 



54 



HIGH SCHOOL MANUAL 



MUSIC 



In the high school the study of music should be broadened out 
beyond the study of technical phases of the subject or the incidental 
singing of songs. Music should lead to the knowledge, appreciation, 
interpretation, and rendering of some of the best things in the field 
of music expression. 

The providing of special music courses is the latest development 
in the growth of music in the high school. This affords opportunities 
for students who are studying music from the professional stand 
point and at the same time, it gives a practical course in subjects 
quite necessary to them as members of a community where some de- 
gree of culture and intelligence is essential. 

A large number of high schools are offering music courses in 
one form or another and in most instances are granting credit. 

SUMMARY OF COURSES 



COURSES 


Recitation 

40 minute 

Periods 

Weekly 


Preparation 

40 minute 

Periods 

Weekly 


Total Time 

40 minute 

Periods 


i-H 


C a> 


1 
I. Chorus 2 
Singing 


None 


2 


v± 


1 


II. Ensemble 

Glee Club 2 

Orchestra 

Band 


2 


4 


v 2 


2 


| 
III. Appreciation 1 

1 


1 


2 


y 4 


1 


IV. Theory of Music 
Harmony 
History 
Sight-Singing 

and 
Ear-Training 


2 


2 


4 


% 


2 


V. Applied Music 
Voice, Piano, 
Pipe-Organ 
Symphonic 
Instruments 


One 

30 Minute 

Period 


Seven 

60 Minute 

Hours 

Weekly 


03 

3 

o 

X 

E- 


i 


4 



Any of the above courses may be elected by students who de- 
sire to major in Music, with the intention of making it their life 
work. Other students may elect only courses I, II and III. If such 
students elect all of these three courses they must have at least six- 
teen units of credit for graduation. 



FOR SOUTH DAKOTA 55 

Course I — Chorus Singing: 

Two periods a week and a public program once a year. One- 
fourth unit per year. If possible, the songs and choruses studied 
should be graded beginning with simple unison and four-part songs 
and progressing to more difficult choruses and cantatas. At least, 
one contata should be performed annually in public. 

There are many reasons why good cantatas and part songs 
should be studied. By singing this type of music the student's 
ability to appreciate the best in music gradually increases and 
through him the taste at home is improved then finally the community. 

Through the use of good choral music, the student develops an 
ability to use his voice properly and to discriminate between the great 
and less important works. The music of the high school ought to 
function directly into the community. What will do that better 
than the master choral works, good part songs and cantatas? Every 
voice in the chorus should be tested individually and assigned to a 
regular part. The plan of individual singing that is so often used 
in the grade school should be fololwed to some extent in the high 
schools. 

The principal aim of all work in both the grades and the high 
school is Education and chorus work should be a combination of 
hard work and recreational singing. 
Course II — Ensemble: 

Two periods weekly amounting to one-half unit per year. The 
students should also appear at school assembly and occasional public 
programs. 

Students of symphonic instruments who apply for outside credit 
should be required to play in the orchestra. Piano students should 
be required to act as accompanists when needed and voice students 
required to attend Glee Club rehearsals regularly. 
Course III — Appreciation: 

One period a week with outside reading in Music Hitsory. One- 
fourth unit a year. This course is offered to students without pre- 
vious technical work, as the aim of this course is to develop a love 
for good music and more intelligent music listeners. Students should 
be made familiar with the World's folk music vocal and instrumental 
forms. Study selections from Oratorios and Operas and Symphonies. 
The study of the different types of voices and combinations qC the 
Symphonic instruments should be included in this course The 
more advanced students in applied music, the orchestra and the 
phonograph should be used in presenting this course. 
Course IV — Theory of Music: * 

Harmony, History, Sight-Singing, and Ear Training: Two pre- 
pared recitations a week. When taken alone, one-half unit a year. 
This course should be required of all students planning to follow music 
as a profession and who elect music as a major subject. 
Course V — Applied Music : 

Voice, Piano, Pipe Organ, and Symphonic Instruments: One 
lesson a week and seven hours practice is required. One credit will 
be given for one year's work. Each student must take one 30 minute 
lesson a week for each thirty-six weeks of the school year, from a 
teacher of music, holding a valid vocational certificate of Music 
from the Department of Public Instruction. Practice seven hours a 
week, appear at any entertainment given by school authorities, when 
requested. Pupils in these subjects must pass an examination upon 
beginning their work and at the end of each semester. This examina- 
tion to be given by the Supervisor of Music or teacher of High School 
music. Lessons or practice omitted must be made up before credit 
is granted. 



5 6 HIGH SCHOOL MANUAL 

The parent or guardian of a pupil must make application upon 
blank forms prescribed by the schools for the granting of music 
credit for private study. Monthly reports must be made to the 
Director of Music or to the High School principal, signed by the par- 
ent stating the number of practice hours, and signed by the instructor 
stating satisfactory recitations. At the end of each semester the 
private teacher of music must report upon blanks provided, the 
number of lessons taken, the length of each lesson, the pupils pro- 
gress, the compositions and exercises studied, and such other informa- 
tion as may be requested to aid in determining the musical schol- 
arship of the student and the testing of his work. 

Assembly Music: 

At least one-half hour each week should be spent in ensemble 
singing under the leadership of the special teacher of music or of 
any other teacher possessing ability as a song leader. Assembly 
singing is not chorus work as voices are not tested. A definite pro- 
gram should be prepared in advance, the music should be carefully 
selected and rehearsed with the leader and pianist. In school which 
have glee club and orchestra organizations, the assembly period will 
afford an opportunity for public performance by these organizations, 
and for the rendering of a valuable service to the School. These 
organizations should be given a place occasionally on the program for 
special numbers. 

Suggested List of Two, Three, and Four Part Music for High 
Schools. 

Two Part Songs 

'Tis the Hour for Music, Farmer; Birchard & Co.. Boston. 
Swing Song, Lohr; Birchard & Co., Boston. 
The Angel, A Rubinstein; Schirmer, N. Y. 
Toreadors, Bizet; Schirmer, N. Y. 
Sing On, Denza; Schirmer, N. Y. 

Three Part Songs 

Lullaby, Brahms; C. C. Birchard, Boston. 

Welcome, Pretty Primrose. Pinsuti; C. C. Birchard, Boston. 

Maria, Mari, Di Capua; C. C. Birchard; Boston. 

Chit-Chat, Moffat; C. C. Birchard, Boston. 

Song of the Mill Stream, Adams; Birchard & Co., Boston. 

Amaryllis, Parlow; Birchard & Co., Boston. 

Woodland Breezes, Weiser; Schmidt, N. Y. 

The Nights, Roberti; Ginn & Co., Chicago. 

Blue Danube Waltz, Strauss; Schirmer, N. Y. 

The Happy Miller, Veazie; Ginn & Co., Chicago. 

Will O' the Wisp, Cherry; Ginn & Co., Chicago. 

Esmeralda, Levey; J. S. Fearis & Co., Chicago. 

Lullaby from "Jocelyn" Godard; Schirmer, N. Y. 

Snow Flakes, Cowen; Schirmer, N. Y. 

Our High School, Miessner; Schirmer, N. Y. 

Wake, Miss Lindy, Warner; Schmidt, N. Y. 

The Girl with the Curl, Fearis; J. S. Fearis & Co., Chicago. 

Rock-a-by Lady, Prescott; Birchard & Co., Chicago. 

Come Sweet Morning, Matthews; Ricordi, N. Y. 

Strauss Waltz-Song, arr Harris; Schirmer, N. Y. 

The Owl and the Pussy Cat, Ingram; Schirmer, N. Y. 

Lift Thine Eyes, Mendelssohn; Schirmer, N. Y. 

Morning Invocation, D. Buck; Schirmer, N. Y. 

Evening Hymn, D. Buck; Schirmer, N. Y. 

Autumn, S. S. A. A. Gaynor; Clayton F. Summy, Chicago. 



FOR SOUTH DAKOTA 57 

Four Part Music 

Away to the Fields, Wilson; J. S. Fearis & Co., Chicago. 

The Call to Arms, Veazie; Ginn & Co., Chicago. 

Who Will Come With Me?, Gluck; Ginn & Co., Chicago. 

The Kerry Dance, Molloy; Ginn & Co., Chicago. 

The Red Scarf, Veazie; Ginn & Co., Chicago. 

America Triumphant, Demarest.... Fearis & Co., Chicago. 

Away, Away at Break of Day, Gingrich; Fearis & Co., Chicago. 

Singing to You, Old High, Parks; Fearis & Co., Chicago. 

The Sailor's Dance, Molloy; Ginn & Co., Chicago. 

Bridal Chorus, Cowen; Ginn & Co., Chicago. 

Oh, Italia, Italia, Beloved, Donizetti; John Church & Co., N. Y. 

The Silent Sea, Neidlinger; Schirmer, N. Y. 

Books for Boy's Glee 

Laurell Glee Book, C. C. Birchard, Boston. 
Part Songs, Meyers; American Book Co., Chicago. 
Ruff Stuff Songs, C. C. Birchard, Boston. 
Appolo Song Book, Ginn & Co., Chicago. 

Part Songs 

On the Sunny Side, Nyvall; Fearis & Co., Chicago. 

The Barks, Hastings; Schirmer, N. Y. 

A Ford Song, A Fliver; G. Schirmer, N. Y. 

Home Again With You, Logan. 

Over the Morning Sea, Wilson; Fearis & Co. Chicago. 

Old Farmer Slow, Geibel; Fearis & Co., Chicago. 

Flags of the Stars, Fearis; Fearis & Co., Chicago. 

Topical Song, Howley, Schirmer, N. Y. 

Tinkers' Song, De Koven; Schirmer, N. Y. 

High School Operettas 

Captain of Plymouth, Mixed; C. C. Birchard & Co., Chicago. 

Sylvia, Mixed; C. C. Birchard & Co. hicago. 

Nautical Knot, Mixed; . C. Birchard & Co. Chicago. 

Bulbul, Mixed; C. C. Birchard & Co., Chicago. 

The Bosns Bride, Mixed; C. C. Birchard & Co., Chicago. 

The Japanese Girl, H. S. Girls; C. C. Birchard & Co., Chicago. 

Pinafore, Mixed; C. C. Birchard & Co., Chicago. 

Chimes of Normandy, Mixed; C. C. Birchard & Co., Chicago. 

Little Tycoon, Mixed; C. C. Birchard & Co., Chicago. 

Mikado, Mixed; C. C. Birchard, Chicago. 

The Pennant, Mixed — Foot Ball Operetta; C. C. Birchard & Co. 

Princess Chrysanthemum, Unison and two Part; C. C. Birchard 

& Co., Chicago. 
Feast of Red Corn, Unison and two Part, C. C. Birchard & Co. 
The Maid and the Middy, Mixed; C. C. Birchard & Co., Chicago. 
Little Lycoon, Mixed; C. C. Birchard & Co., Chicago. 
Cherry Blossoms, Mixed; C. C. Birchard & Co., Chicago. 
Yanki Sun, H. S. Girls; C. C. Birchard & Co., hicago. 
Pirates of Penzance, Mixed; C. C. Birchard & Co., Chicago. 

High School Cantatas 

Pied Piper of Hamelin, Two Parts; Educational Bureau Co., 

Chicago. 
Pan on a Summer Day, Three Parts; Educational Bureau Co., 

Chicago. 
Legend of Nacoochie, Three Parts; Educational Bureau Co., 

Chicago. 
A Day in Roseland, H. S. Girls; Educational Bureau Co., Chicago 



58 HIGH SCHOOL MANUAL 

King Rene's Daughter, H. S. Girls; Educational Bureau Co., 

Chicago. 
Melusina Mixed; Educational Bureau Co., Chicago. 
Erl King Daughter, Mixed; Educational Bureau Co., Chicago. 
Mound Builders, Sop. Alto and Bass; Educational Bureau Co., 

Chicago. 
Feast of Little Lanterns, H. S. Girls; Educational Bureau Co., 

Chicago. 
Hiawatha, Mixed; Educational Bureau Co., Chicago. 

Chicago. 
Wreck of the Hesperus, Mixed; Educational Bureau Co., Chicago. 

List of Orchestra Music 
Pull Orchestra: 

Grade I — Easy Grade II — Moderately difficult 

Grade III — Difficult 

1. March — Pomp and Circumstances, No. 182 — Elgar, Grade 3 
Selection — Madam Butterfly — arr Godfrey — Grade 3. Boosey 
& Company, New York. 

2. The Imperial Concert Collection — Grade II. John Church 
Co., Cincinnati. 

3. Fantasia — Campus Echoes — Rollinson — Grade 2. 
Overture — Folies of Cupid — Gruenwald — Grade 1. 
Novellete — Springtime — Atherton — Grade 1 . 
Amateur Orchestra Folio — Grade 2. 

Oliver Ditsan Co., Boston. 
4 . Grand America Fantasia — America Forever — Fobani — Grade 
3. 
Moment Musical — Shcubery — Grade 2. 
March- — Flag Day — Schramm — Grade 2. 
Pizzicoti Polka from Sylvia — Delibes — Grade 3. 
Pantasia Gems from Stephen Foster — Grade 2. 
Album Leaf — Wagner — Grade 2. 
Carl Fischer, New York. 

5. Idyll — Mill in the Forest — Grade 2. 

Ameteur Orchestra Journal Vols III, V, and II — Grade 2. 
Overture — Golden Septre — Grade 2. 
Peerless Beginners Orchestra Book — Grade I. 
March — Millitarie — Schubert— Grade 3. 
Carl Fischer, New York. 

6. Jenkins Beginners Orchestra Books — Grade 1 and 2. 

Jenkins & Son, Kansas City, Mo. 

7. Intermezzo — Cavalleria Rusticana — Grade 1. 
Selections — The Merry Widow — Grade 1. 
March — The New Ideal — Grade 2. 

Waltzes — L' Edyudiantina — Grade 2. 
Medley — Gems from the Overtures — Grade 3. 
J. W. Pepper & Son, Philadelphia, Pa. 

8. Old Glory — National Air — Seredy- — Grade 1. 
Selection William Tell — Rossini — Grade 1. 
Barcarolle — Tales of Hoffman — Offenbach — Grade 1. 
Selections on Southern Airs — Seredy — Grade 1. 



FOR SOUTH DAKOTA 59 



NATURAL SCIENCES 



BIOLOGY 

(One Unit) 

It is neither possible nor desirable to have uniform courses of 
biology in the different schools of the state. Decided variations in 
courses must necessarily occur because of the great differences in 
the training and experience of teachers, in the extent and kind of 
equipment, in the character of the local fauna and flora, and in the 
general attitude of pupils due to either urban or rural home environ- 
ment. 

1. Aims. All courses in biology should have certain well di- 
fined aims. The main ones of these may be stated as follows: 

1 . To develop the scientific attitude of mind. This includes 
among other things to seek knowledge at first hand, to observe cor- 
rectly, discriminate sharply between essentials and non-essentials, 
compare carefully, record findings accurately and draw only well- 
founded conclusions. For this purpose courses in biology are admir- 
ably adapted. The back-bone of the course is the study of living 
organisms in nature and in the laboratory under experimental con- 
ditions where the whole procedure should be an application of the 
principles of the scientific method. 

2 . To present those biological facts and principles which will 
best enable the pupils to realize such educational objectives as "health, 
worthy home membership, vocation, citizenship, the worthy use of 
leisure, and ethical character." This is only making effective the 
principle that the purpose of secondary education is to teach boys 
and girls rather than subjects. 

(a) Health — The fundamental life processes in plants and 
animals are mainly alike. The knowledge of these obtained 
in biological courses are largely directly applicabe to human 
beings and should be so presented. Likewise, a knowledge 
of the life history of plants and animals parasitic upon man 
will do wonders in securing prevention of disease in the 
individual and will create the attitude of mind which will 
support all intelligent efforts along the line of sanitation 
and public health regulations. 

(b) Worthy *Home Membership — To this biology should contri- 
bute by developing, among other things, an interest in the 
planting of trees, shrubs and flowers on the lawn around 
the home, and in the cultivation of appropriate flowers in- 
side the house, and by encouraging song birds and other 
birds to nest in the trees around the home. 

(c) Vocation — The biological courses of the high school cannot 
prepare for any vocation, but they can create interest in, and 
point the way to, the many vocations which have their be- 
ginnings in biology, such as agriculture, medicine, forestry, 
horticulture, floriculture, animal and plant breeding, public 
health work, and teaching and research in the various fields 
of biology. 

(d) Citizenship — The course should develop an appreciation of 
the work done by the great workers in biology and of their 
great sacrifices and privations in reaching their results, 



60 HIGH SCHOOL MANUAL 

and thus demonstrate to the pupils the value of intensive 
study of biological sciences as means through which scienti- 
fic progress is attained. In the degree to which this is 
done, will the methods and results of the work of the biolo- 
gist be reflected in intelligent thought and action on the 
part of those so trained. 

(e) The worthy use of leisure — Development along this line is 
especially needed in our times. Courses in biology are 
especially adapted for this purpose. Properly presented they 
may call forth a response to the esthetic appeal of plants and 
animals, and create a permanent pleasure-giving interest 
in the occurence, life-history, habits and interrelationships 
of plants and animals. The opportunities offered for a voca- 
tional education by these courses are almost without number. 

(f) Ethical character — Biological courses demonstrate con- 
cretely the principle that all living organisms are subject 
to the great laws of nature. Effect follows cause with 
never-failing certainty. Only inside the limits of these laws 
can organisms thrive and prosper. Human beings must 
likewise live their lives in accordance with them. The 
significance of sex and the facts of heredity are best master- 
ed in connection with courses in biology, and this knowledge 
shoud bring home the duties and obligations which indivi- 
duals owe to the welfare of unborn generations. Duty and 
responsibility can nowhere be more strongly emphasized. 
Stated in other words these educational objectives are only 
different forms of the adjustment and adaptations which 
human beings are called upon to make. And since so large 
a part of biology deals with adjustment and adaptations to 
organisms to their enviorment, it follows that its study 
should be made to aid the pupils in their life adjustment, 
while retaining the power of making new adjustment, which 
is one of the principal purposes of life and education. 

3 . To secure a bird's eye view of the animal or plant kingdom 
through first-hand knowledge of typical speciments of their main 
subdivisions. This will bring home to the pupil the gradually increas- 
ing complexity of organization and the wonderful unity in the midst 
of variety which characterizes living organisms. 

4. To point out the material and economic values of animals 
and plants. 

5 . To give some training in the use of manuals for classifying 
plants and animals. The text books and manuals should be selected 
on the basis of being best adapted to the realization of the aims in- 
dicated above. 

II. Methods. Naturally the methods will vary somewhat with 
the environment of the school. But in all schools there should be 
field work, laboratory work, text-book assignments, collateral reading, 
quizzes, and possibly a limited amount of lectures. 

There should be definiteness to the field work. The teacher 
should know beforehand the material which is likely to be available 
and the specific objects to be acomplished. 

Likewise the work in the laboratory must be well planned. It 
should have a definite purpose, and everything connected with it 
should be so arranged as to waste no time. Intricate experiments, 
difficult to understand, and detailed high power microscopic work 
should be reduced to a minimum. Drawings should not be considered 
an end in themselves, but should serve mainly to secure accuracy and 
correctness in observance. Accuracy, neatness and legibility in 
labeling should be insisted on. 



FOR SOUTH DAKOTA 61 

Complete an ddetailed study should be made of the type specimens 
while allied forms may be studied in less detail, but more from a 
view of comparison with the type form. Comparisons should also 
be made to bring out similarities as well as differences existing be- 
tween the type specimens representing the different groups and thus 
work out at first-hand the distinguishing characteristics of the 
groups. 

III. Point of View — The point of view from which the subject 
matter is presented is of great importance. The pupil should not 
be made to feel that one day or one week he is studying morphology, 
physiology, or ecology as ends in themselves. As far as possible, he 
he should be impressed with the idea that he is studying living organ- 
isms whose main purpose of existence is to maintain themselves and 
provide for the race; that self-maintenance and reproduction involve 
a number of difference kinds of activities such as those which are 
usually included under the term physiology in the narrower sense, and 
in addition several others such as overcoming physical environment 
difficulties, competition with its fellows for space and food, struggle 
with natural enemies which must be met by offense, defense or 
flight — all classed under the term ecology; that for the performance 
of all these different functions plants and animals must have organs 
or structures adapted to carry on this work. Thus physiology and 
ecology are the dynamic phase and morphology the static phase of the 
same life process — the process of adjustment and adaptation in the 
maintenance and propagation of living organisms. 

From this point of view it naturally follows that the practical 
work in field and laboratory should be carried on as far as possible 
in connection with living specimens. In this way it will be possible 
to interrogate nature by the formulation of problems for solution, in 
other words, the course will be experimental as well as observational, 
and thus become an ideal in developing the scientific attitude of 
mind. It would also follow that the organisms studied must be 
largely those which occur in the school environment, or can readily 
be secured in the living condition. Forms which can only be studied 
in the preserved condition should be few and should be limited to 
those not found in the locality and which are absolutely necessary in 
making the birds-eye view possible. 

The point of departure for the course is not of vital importance 
as long as sequence in the presentation is maintained and the unity 
of the course is not lost. The plan of the text-book selected will 
probably largely determine the order of presentation. 

IV. Contents — The length of the course will largely determine 
the number of forms which can be considered, and how many of 
these can be taken up for detailed study. 

In botany, there should be more or less detailed consideration of 
two or more green algae; some pathogenic and non-pathogenic forms 
of bacteria; one or more of each of parasitic and saprophytic forms 
of fungi; one liverwort and one moss; one or more of the pteridophy- 
tes; one gymnosperm; one monocotyledon and one dicotyledon. In 
zoology the more detailed consideration should be given to two or 
more protozoa; one annellid; one crustacean; one insect; and one or 
more vertebrates. Other forms in these groups should be studied 
more superficially in a comparative way. Typical specimens of 
other great groups may be taken up in a more general way, unless 
there should be time enough for a more thorough study. In Botany 
the economic values of plants should be pointed out all along the 
course, and in Zoology the same should be done with reference to 
animals. And in both subjects, some training should be given in the 
use of manuals for the determination of species. It is of the 



62 HIGH SCHOOL MANUAL 

greatest importance that the main facts of heredity be taught in con- 
nection with both sciences. 

All along the course the facts and principles mastered should be 
given their proper human applications. 

CHEMISTRY 

(One Unit) 

I. CHEMICAL AND PHYSICAL CHANGES. 

1 . Chemical changes 

(a) Simple decomposition of water: Hydrogen and Oxygen 

(b) Direct combination of Sulphur and Oxygen. 

(c) Combustion: Conditions of — combustible materials, sup- 
porter of combustion, kindling temperature. 

Explosive mixtures: matches, dynamite. 

Spontaneous combustion. 

Slow oxidation: rotting, rusting, weathering. 

2 . Physical changes 

(a) Water: freezing, boiling. 

(b) Solutions: dilute, concentrated, saturated, supersaturat- 
ed, equilibrium, changes of solvent and solute. 

(c) Purification: boiling, distillation, filtration, crystalli- 
zation. 

II. THEORY. 

1. The Molecular Theory: developed from 2a and 2b under I. 
(a) Atoms, valence. Reducing and Oxidizing agents. Use 
of simple equations to express what occurs in chemical 
reactions throughout the course. 

III. NON-METALLIC ELEMENTS AND COMPOUNDS. 

1. Oxygen. (Learn symbols of common elements and compounds 
incidentally). 

(a) Preparation: decomposititon of KCLO s with Mn0 2 as 
catalytic agent. Equation. 

(b) Properties. 

Physical: color, odor, solubility in water, weight. 
Chemical: valence, nasency, (Ozone), atomic weight. 

2 . Hydrogen. 

(a) Preparation: Electrolysis of water and the reaction of 
dilute H.SO, with metallic Zn. 

(b) Properties. 

Physical: see oxygen. 

Chemical: burns in air, reducing agent, valence, atom- 
ic weight. Explosive mixtures of O and H — The Hydro- 
gen gun. 

(c) Uses: oxy-hydrogen flame, military balloons, (compare 
with helium.) 

(d) Compounds: H.O and H.O L 

3 . Nitrogen. 

(a) Preparation: Burn phosphorus on float in air confined 
in bell jar until O is exhausted. 

(b) Properties: 

Physical: color, odor. 
Chemical: nasency, relation to combustion, valence, 
atomic weight. 

(c) Compounds: ammonia, HN0 3 N.O. Uses of each. 

4 . Chlorine. 

(a) Preparation: by reaction of HC1 with Mn0 2 . 

(b) Properties: color, odor, weight in comparison with air. 

(c) Uses: bleaching agent, deodorizer and disinfectant. 

(d) Compounds: HC1 and NaCl. 



FOR SOUTH DAKOTA 63 

5 . The Remaining Halogens. 

(a) Bromine: its nature, properties and uses. 

(b) Iodine: its nature, properties and uses. 

(c) Fluorine: its nature, properties and uses. 

6. Carbon: 

(a) Graphite, uses: stove polish, lubricant, lead pencils. 

(b) Diamond, uses: jewelry, glass cutter, rock drill. 

(c) Lampblack, use: pigment. 

(d) Fuel: wood, charcoal, coal, coke, petroleum. 

(e) Oxides of Carbon. 

Carbon Monoxide CO. 

Prepared by reducing carbon dioxide. 

Uses: in fuel gas, in water gas. 

Physiological effect of breathing CO. 
Carbon Dioxide, C0 2 . 
Preparation: burning carbon, reaction of HC1 with 

CaC0 3 . 

The Lime Water Tests. 

Uses: in beverages, fire-extinguishers, leavening 

agent. 

(f) Decolorizer. 

7 . Sulphur. 

(a) occurance, extraction. 

(b) Uses: vulcanizing rubber, making matches, sulphur 

dioxide, hydrogen sulphide, sulphuric acid. 

8. Silicon: 

(a) Occurence. 

(b) Forms: quartz, sand, agate, (Si0 2 ). Other compounds 

are feldspar, mica, clay. 
9 . Phosphorus. 

(a) Occurrence and preparation. 

(b) Properties: chemical and physical. 

(c) Handling, and uses, such as matches and vermin exter- 

minators. 
10. Acids, Bases and Salts. 

(a) Definition of acid: a compound which gives up a posi- 

tive H radical on ionization. (The study of ioniza- 
tion should be done here. 

(b) Characteristics: sour taste, effect on litmus, usually 

formed with non-metallic elements. (H 3 As0 4 ) 

(c) Definition of base: a compound which gives up a nega- 

tive OH radical on ionization. 

(d) Characteristics: brackish taste, effect on litmus, formed 

with OH negative radical and metallic positive 
radical. 

(e) Definition of salt: a compound which gives up neither 

a positive H nor negative OH upon ionization. 

(f) Characteristics: Often crystalline solid. Color white, 

pink, blue and green. 

(g) Study three type acids: H 2 S0 4 as the "Father of Acids", 
commercial importance, production; HC1, production 

and uses; HN0 3 , how produced, uses. (Other acids 
should be studied and tests for all of these studied 
should be done by students preparing for College 
entrance.) 

IV. METALLIC ELEMENTS AND COMPOUNDS. 
1 . Sodium. 

Compounds: chloride, carbonate, nitrate. 

Hydroxide, use: neutralization of acids, solvent for fats. 



64 



HIGH SCHOOL MANUAL 



2. Potassium: occurence, properties, uses. 

3. Calcium: compounds are, hydroxide, oxide for mortar, car- 

bonate for building material, making quick lime, flux in 
iron furnaces, sulphate, in water, hard and soft water, 
types of softness, how determined, how hard water is 
softened, phosphate for fertilizers, and bleaching powders 
for disinfecting and bleaching. 

4. Magnesium: occurence, compounds, preparation, properties. 

5. Aluminum: occurence, properties, preparation, uses. 

6 . Study the following list of metals with special emphasis on 

(a) Practical uses and common compounds. 

(b) Electrolytic processes used in their separation from 

their compounds. 

(c) Their commercial production with the chemistry in- 

volved in the processes. 
i d ) Chemistry of iron and steel and their alloys. 

(e) The list of metals. 

1 . Lead 4 . Iron 7 . Silver 

2 . Copper 5 . Zinc 8 . Gold 

3 . Tin 6 . Mercury 9 . Platinum 

(f) The list of alloys. 

1. Brass 5. Fusible metal (Fire 

2. Bronze 6. Sterling prevention.) 

3 . Solder 7 . Pewter 

4. Type metal 8. Gold coin 

NOTE: It is recommended that, so far as is possible, those stu- 
dents who are preparing to enter college shall continue the study of 
metals to the end of the second semester. Qualitative analysis should 
be introduced. This work, if offered, must be carefully and ac- 
curately done. A scientific and yet simple process of qualitative work 
can be found in "Unknowns" by M. C. White. (Write to Head of 
the Department of Chemistry, State College, Brookings, S. D. Price of 
pamphlet is 35c.) Those students who will not enter college should 
finish the remainder of this outline. 

Note: The following list of compounds should be perfectly 
familiar to the student at the end of his work in METALS. The list 
is not to be drilled on, but should be mastered as it naturally comes 
in the study of metals. 



Chemical Name. 
Ammonium Chloride 
Calcium Carbonate 
Calcium Carbonate 
Calcium Carbonate 
Calcium Oxide 
Calcium Oxide 
Calcium Oxide 
Calcium Oxide 
Calcium Sulphate 
Calcium Sulphate 
Copper Sulphate . 
Copper Sulphate 
Ferrous Sulphate 
Ferrous Sulphate 
Hydrochloric Acid 
Magnesium Hydroxide 
Magnesium Oxide 
Magnesium Oxide 



Common Name. 

Sal Ammoniac 

Chalk 

Marble 

Whiting 

Burnt Lime 

Quick Lime 

Lime 

Unslacked Lime 

Gypsum 

Plaster of Paris 

Blue Vitriol 

Copperas (Blue) 

Copperas (Green) 

Green Vitriol 

Muriatic Acid 

Milk of Magnesium 

Magnesia 

Epsom Salts 



Formula 
NH 4 C1 
CaCO., 
CaCO, 
CaCO, 
CaO 
CaO 
CaO 
CaO 
CaS0 4 
CaS0 4 
CuS0 4 
CuSO, 
FeS0 4 
FeS0 4 
HC1 

Mg(OH) 2 
MgO 
MgS0 4 



FOR SOUTH DAKOTA 



65 



Potassium Acid Tartrate Cream of Tartar 



Potassium Nitrate 
Sodium Bicarbonate 
Sodium Carbonate 
Sodium Carbonate 
Sodium Carbonate 
Sodium Chloride 

V 



Niter 

Baking Soda 

Sal Soda 

Washing Soda 

Soda 

Salt (table) 



KHC 4 H 4 6 

KN0 3 

NaHC0 3 

Na 2 C0 3 

Na 2 C0 3 

Na,C0 3 

NaCl 



The Soil. 

1 . Formation. 

2 . Kinds. 

3 . Chemical changes therein. 

4 . Manures and fertilizers. 

VI . Function and Use of Food in the Body. 

1. Carbohydrates: transformed into fat. 

Starch, glucose formation from starch, cane sugar. 

2. Protein materials: build and repair tissues. 

Albumin, white of egg, casein, curd of milk, lean meat. 

3. Fats and Oils: stored as fat. 

Butter and its substitutes: lard and its substitutes, olive 
oil, oil of corn and cotton seed, fat of meat. 

4. Mineral matter of ash: shares in forming bones and assists 
in the processes of digestion. 

5. Milk: testing, sterlization, pasteurization, products. 

6 . Methods of food preservation and use of preservatives. 

7. Fermentation: fermentation and digestion. 
8 . Principles of nutrition; correct eating. 

VII. Cleansing Agents and Materials. 

1 . Soap, polishing soaps, powders, alkalies, washing soda, borax, 
solvents, boiling in an aluminum dish. 

VIII. Protective Coatings. 

1. Hard: tin, tinware, zinc, galvanized iron, nickel, nickel plat- 
ing. 

2. Others: enamel, paints, varnishes. 

IX. Textiles. 

1 . Typical fibers. 

2 . Distinguish wool from cotton by sodium hydroxide test. 

3 . Distinguish real from artificial silk by HC1 test. 

4 . Destructive effect of heat on wool. 

THE COURSE IN CHEMISTRY should be based on the following: 

1. At least thirty experiments by the pupils. (Required) 

2 . Experiments by the teacher where lack of equipment or 
nature of the experiment prevents the pupils from doing them. 

3. Subject matter as outlined. (Minimum). 

4 . Adequate apparatus and chemicals with which pupils may 
work. 

5 . Excursions for the study of local industries 

List of Suggested Experiments 

1 . Electrolysis of water. 

2 . Freezing mixture. 
Testing water for organic impurities by means of KMn0 4 
Testing water for chlorides by means of AgN0 3 
Testing water for ammonia by means of Nessler's Test 



3. 

4. 

5. 
Solution, 

6. 

7. 
glowing 

8. 
H 2 S0 4 



Preparation of Oxygen by means of KC10 3 and MnO., 
Testing Oxygen as a supporter of combustion by means of 
splinter, fine wire, watch spring, glowing charcoal pencil. 
Preparation of Hydrogen by means of Zn strips and dilute 



66 HIGH SCHOOL MANUAL 

9 . Testing Hydrogen for its explosiveness by means of the 
Hydrogen gun — make gun from gas pipe 1 inch in diameter. Put 
iron plug in one end. Bore small hole through which mixture is to be 
fired. Confine two parts H and one part O in gun by means of cork. 
Apply match to firing hole and note results. 

10. Testing Hydrogen for its inflamability by making soap 
bubbles of Hydrogen. Supply of H must be prepared and confined in 
gas bag (Bladder from volley ball) which is attached to pipe. Ignite 
bubbles with small torch (stick with candle attached) AFTER THEY 
LEAVE PIPE. 

11. Soap: its uses in softening water and in testing the hardness 
(relative) of water. 

12. Preparation and testing of nitrogen, (see suggestions in 
Course). Determine its properties. 

13. Ring Test for Nitrates. 

14. Carbon dioxide: preparation, test for properties. 

15. Sulphur: several forms. 

16. Preparation of Chlorine. 

17. Preparation of Chlorine water under direction of Instructor. 

18. Preparation of HC1. 

19. Test products as in 4. 

20. Test for Sulphates with BaCL. 

Note: If qualitative analysis is attempted the remainder of the 
year should be spent in experiments to perfect the students in the 
technique of that process. The following experiments should, in 
that case, be disregarded. 

21. Soap making. 

22. Soils: testing for acids, and vegetation analysis. 

23. Formation of glucose from starch. 

24. Determination of fats in milk. 

25. Fermentation: action of yeast. 

26. Stain removal from fabrics. 
27 . Testing fibers. 

28. Testing fire-proofing materials. 

29. Solubility, conditions affecting. 

30. Iron Compounds — blue prints. 

Laboratory Suggestions for Chemistry. 

1 . An experiment may occupy a double period or any part 
thereof. 

2 . Orderly arrangement of laboratory equipment and suggestions 
needed for safety should introduce this work. 

3. The notebook may be divided as follows: 

(a) Experiments. 

(b) Classroom notes and outlines. 

(c) Clippings pertaining to the work. 

4 . The above thirty experiments are suggestive only. Should 
the Instructor find some others of equal or greater importance he 
may substitute sucn instead of any of the experiments in the list. 

5 . Suggestions for experiments may be had from 

(a) Manual No. 1. Experimental Course in Chemistry, Chemi- 
cal Rubber Co., Cleveland. 

(b) Book No. 1, The Fairyland of Chemistry, Nat'l Scienti- 
fic Supply Co., Cleveland. 

(c) Jones' A Laboratory Study of Household Chemistry, 
Allyn & Bacon. 

(d) Dull-Laboratory Exercises in Chemistry, Henry Holt & 
Company. 

(e) Smith-Mess, Exercises in Chemistry, Henry Holt & Co. 



FOR SOUTH DAKOTA 67 

(f) Williams and Whitman's Lab. Exercises in Chemistry, 
American Book Co. 

(g) Allyn's Elementary Applied Chemistry, Ginn & Co. 
( h ) Black's Laboratory Experiments in Chemistry, Macmillan 
(i) Nichol's Manual of Household Chemistry, Ginn & Co. 

CLASSROOM DEVICES 
To stimulate the pupils' memory of the properties of some of the 
unfamiliar substances they are using in the laboratory, the teacher 
might say, "I am thinking of some substance that you have used in 
the laboratory." The students then ask questions that can be answer- 
ed by "yes" and "no," e. g. "Is it a solid?" "Has it color?' This 
is continued until some pupil identifies the substance. The winner 
then thinks of some other substance and the game continues. As 
a drill method on the properties of the chemicals used, this game is 
very useful. 

In learning symbols and formulas, three or four short questions 
may be written on small cards, which should be placed face down on 
the desk. The questions should require only definite short answers, 
e. g., "What is the formula for sulphuric acid?" "What is the name 
given to the salts of nitric acid?" The first pupil should read the 
question from his card and call on some pupil volunteering for it. 
If the person called answers correctly, the card is passed to him and he 
reads the next question. If the first pupil called fails to answer, two 
other pupils are asked in turn. If the third fails to respond correctly 
the pupil who read the question may keep the card. At the end of 
the period the pupil holding the greatest number of cards has won. 
To measure accurately the individual student's knowledge of an 
assignment, the following devices are very useful: 

Twenty question, each of which may be answered in from one 
to five words, should be read slowly enough to permit the replies to 
be written at once. These should be marked immediately by the 
writer or another pupil. The papers may or may not be handed in. 
Some sort of report of results should be given, e. g., "Those who had 
100 raise their hands." Then all who had from ninety to one hundred, 
etc. This need take but ten minutes for the writing and five for the 
results, not over 15 minutes in all. 

Ten minutes should be allowed for a written lesson, in paragraph 
form, on any single topic. Some of these may be read at once, or 
all may be collected and read by the teacher. The best and the 
worst may then be read to the class at the next period. Whether 
they should be simply recorded and destroyed or graded and returned, 
would depend upon the time at the disposal of the teacher for such 
work. 

Five practical questions that require an application of the assign- 
ment may be given, e. g., the following on sulphur dioxide and 
hydrogen sulphide: 

"Why do straw hats turn yellow with age?" 
"Why does white paint inside a house turn dark?" 
'How and why may sulphur be used to put out a fire in a 
chimney?" 

"Why do eggs or mustard discolor a silver spoon?" 
"Why do copper ornaments in the house turn black?" 
This test should be answered in ten minutes. It may be tried 
at the beginning of the period after an assignment on the compounds 
named. The papers may be collected at once, and the questions then 
answered orally. The lesson may be continued until the last ten 
minutes and the same test then repeated. The two papers from 
each student may then be graded on the amount of improvement 
shown in the second attempt. 



68 HIGH SCHOOL MANUAL 

Supplementary Reading 

Each student should select and report on one or two topics dur- 
ing the semester. A suggested list follows: 

1 . The Commercial uses of oxygen. 

2. The manufacture of lead pencils 

3 . Carborundum 

4 . Commercial uses of compressed air 
5 . The Electric furnace 

6. The mining of sulphur 

7 . The making of matches 

8 . Gunpowder 

9 . Modern explosives 

10. Manufacture of ink 

11. Dyes and dyeing 

12. Paints, oils and varnishes 

13. Commercial fertilizers 
14 . Story of alcohol 

15. Story of sugar 

16. Patent medicines 

17 . Headache preparations 

18. Food adulteration 

19 . Uses of sulphuric acid 

20. Manufacture of washing soda 

21. Manufacture of soap 

22. Manufacture of glass 

23. Manufacture of cement 

24. Manufacture of paper 

25. Fixation of nitrogen from air 

26. Cotton and linen 
27 . Silk and wool 

28. Photography 

29 . Refrigeration 

30. Bleaching 

31 . Uses of lime 

32. Food and diet 

33. Rubber 

34. Story of oil 

35. Uses of nitric acid 

Textbooks in Chemistry 

McPherson & Henderson. Chemistry and Its Uses; Ginn & Co. 

Vivian, Everyday Chemistry; American Book Co. 

Willaman, Vocational Chemistry; Lippincott. 

Kahlenberg & Hart, Chemistry and its Relations to Daily Life; 
Macmillan Co. 

Ostwald & Morris, Elementary Modern Chemistry, Ginn & Co. 

Dull, Essentials of Modern Chemistry; Henry Holt Co. 

Brownlee et al., Chemistry of Common Things; Allyn & Bacon. 

Black and Conant, Practical Chemistry; Macmillan Co. 

Newell, General Chemistry; D. C. Heath. 

McPherson & Henderson, First Course in Chemistry; Ginn & Co. 

Irvin, Rivett and Tatlock; Elementary Applied Chemistry; Ginn 
& Company. 

Smith's, Elements of Chemistry; Century Co. 

A directory of publishers may be found in the Educational Red 
Book, and Bibliography of Agriculture Reference Books. Published 
by Division of Agricultural Education, University of California, Berke- 
ley, Calfornia, Jan., 1922. 



FOR SOUTH DAKOTA 69 

Manuals for Teachers 

Smith & Hall, The Teachings of Chemistry; Longmans-Green Co., 
New York. 

Godfrey, Elementary Chemistry; Longmans. 

Perkins & Lean, Introduction to the Study of Chemistry; Mac- 
Millan 

Weed, Chemistry in the Home; American Book Co. 

Reference Books for Pupils 

Handbook of Chemistry and Physics, 8th edition; Chemical Rub- 
ber Company, Cleveland. 

Slosson, Creative Chemistry; Chemical Foundation, N. Y. 

Sadtler, Chemistry of Familar Things; Lippincott. 

Snell, Household Chemistry; MacMillan. 

Richards & Elliott, Chemistry of Cooking and Cleaning; Whit- 
comb & Barrows. 

Benedict, Chemical Lecture Experiments; Macmillan. 

Olsen, Pure Foods; Ginn & Co. 

Sherman, Chemistry of Food and Nutrition; Macmillan. 

Bailey, Sanitary and Applied Chemistry; MacMillan. 

McCollum, The Newer Knowledge of Nutrition; Macmillan. 

Bird, Modern Science Reader; MacMillan. 

Duncan, Chemistry of Commerce; Barnes. 

Duncan, Some Chemical Problems of Today; Barnes. 

Duncan, The New Knowledge; Barnes. 

Martin, Triumphs and Wonders of Chemistry; Van Nostrand. 

Philips, Romance of Modern Chemistry; Lippincott. 

Snyder, Chemistry of Soils and Fertilizers; Chemical Publishers. 

Minimum List of Chemical Apparatus 

Table with drawers for individual apparatus. 

1 Trip balance and set of weights 

2 Thermometers. 10 to 110c 

3 Nests of beakers 

2 Graduated cylinders. 25 C. C. 

2 Conical graduates. 250 c. c. 

3 Pkgs. filter paper to fit funnels 
6 Florence flasks. 250 c. c. 

6 Four ounce bottles, glass stoppers. 

6 Hard glass test tubes 

2 One liter bottles with glass stopper. 

1 Earthen-ware waste jar 

2 U Tubes — 6 inch and 2 one-hole stoppers to fit. 
2 Bunsen burners or alcohol lamp 

1 Blast lamp 

10 Feet rubber burner tubing. 

2 Blowpipes 

2 Wing tops for burners 

2 Squares thick asbestos board 12x12 

2 Iron stands with ring, clamp and Burette clamp 

2 Test tube racks 

6 Test tube holders 

6 Test tube brushes 

2 Deflagrating spoons 

6 Pieces wire guaze 4x4 inches 
12 Rubber stoppers — one hole — to fit 8x1 inch tubes 
12 Rubber stoppers — two holes — to fit 8x1 inch tubes 

6 Feet rubber tubing to fit glass tubing 

4 Iron forceps or crucible tongs 



70 HIGH SCHOOL MANUAL 

1 Gross test tubes 6x3/4 inch 

6 Crucibles and covers 

3 Porcelain mortars and pistles 

6 50nimx5 0mm Colbalt blue glass 

1 in platinum wire in glass rod holder — 1 per student. 
11 

Visual Instruction 

MOTION PICTURES IN TEACHING CHEMISTRY. Film Mag. 
Sept. 1920. Henry Bollman, 67 W 44th St., New York City, lists 
the following films: 

The Story of Sulphur 

The Story of the Lucifer Match 

Smoke Rings — third series — Science at Home 

Chemical and Mechanical Experiments. Part 2 — Science at Home 

Science of a Soap Bubble 

The Chemistry of Combustion. — Also produced by Educational 
Films Corp. 

Tests of Building Construction Material 

Childhood 

The University of Wisconsin lists appropriate films under pamph- 
lets entitled "Nature Study and Science Teachings" and also "Home 
Economics." 

Chemical Action: Crystals, Beseler; Educational Film Co., New 
York City. 

Marvels of Crystalization, Chas. F. Herm, 220 W. 42nd St., New 
York City. 

Pathe Review No. 109, Making of Radium; Pathe 

Pathe Review No. 113, Luminous Radium; Pathe 

Crystals in Formation, S. Kleine 

Asphyxiation Gases, Educational Films Corp. 

How Plaster is Obtained, Beseler 

Liquid Air, Atlas Educational Film Co. 

The Electrolysis of Metals, Educational Films Corp. 

Oxygen, Atlas Educational Film Co. 

Crystals, Atlas Educational Film Company. 

See "General Science" division for address of Film Companies 
and list of free films 

Illustrative Material 

Unless indicated, the following material may be had free of 
charge. 
CEMENT AND CONCRETE. 

1. American Portland Cement Co., 140 S. Dearborn St., Chicago, 
Illinois. 

2 . Pacific Portland Cement Co,, Pacific Bldg., San Francisco, 
Calif. 

3 . Old Portland Cement Co., San Francisco, California. 
ASBESTOS. 

H. W. Johns Manville Co., 201 Clyborn St., Milwaukee. 
BUTTONS. 

German American Button Co., Rochester, New York. 
Baking Powder. 

Royal Baking Powder Co., New York City. Cream of Tartar 

Exhibit. 
CEREALS. 

Quaker Oats Co., Fort Dodge. Iowa, Pillsbury Flour Co., Minnea- 
polis, Minn. 
CARBORUNDUM. 

Carborundum Company, Niagara, New York. 



FOR SOUTH DAKOTA 71 

COTTON. 

Textile Industries. Chamber of Commerce. Manchester, N. H. 
CHOCOLATE 

Hershey Chocolate Company, Hershey, Pa. 
FERTILIZERS 

Virginia-Carolina Chemical Co., Richmond, Va. Western Meat 

Company, San Francisco, Calif. Morris Packing Company, Chica- 
go, Illinois. Armour and Company, Chicago, Swift and Company, 

Chicago, Illinois. 
FIBER. 

American Vulcanized Fiber Co., Wilmington, Del. International 

Harvester Co., Chicago, 111. (35 cents) 
OILS. 

New York Lubricating Oil Co., 20th & Minn. St., San Francisco, 

Calif. Tidewater Oil Co., San Francisco, Calif. 
FLOUR. 

Washburn, Crosby Co., Minneapolis, Minn. The Sperry Flour 

Company, Stockton, Calif. Russell Milling Co., Minneapolis, Minn. 
PENCILS. 

Eberhard Faber, New York City. 
PETROLEUM 

Standard Oil Co., San Francisco, Calif. 
POSTUM — GRAPE NUTS. 

Postum Cereal Co., Battle Creek, Michigan. 
SILK. 

Nonotuck Silk Co., Florence, Mass. Cheney Silk Co., 7th and 

Clark Ave., St. Louis, Mo. T. A. Kelleher, Box 82, Washington, 

D. C. — $1.75 Ig. col. 
SALT. 

Diamond Crystal Salt Co., St. Clair, Mich. 

German Kali Works, Chicago, 111. 
SOAP. 

Larkin Co., Buffalo, N. Y. 

Java Cocoanut Oil Co., Kansas City, Mo. 
SOILS. 

Bureau of Soils, N. S. D. A., Washington, D. C. ($1.75) 
THREAD. 

Spool Cotton Company, 315 4th Ave., New York City. 
TUNGSTEN ORE. 

General Electric Co., Schenedtady, N. Y. — Fine exhibit. 
WOOL AND YARN. 

National Wool Warehouse & Storage Co., Chicago, 111. North 

Star Woolen Mills Co., Minneapolis, Minn. 
WOOD. 

Southern Cypress Ass'n., New Orleans, La. 
BULLETINS. 

Great Fraud Patent Medicines. American Med. Ass'n., Dearborn 

St., Chicago, 111. 
Food Comparisons. 

Nat. Dairy Council, 910 S. Michigan, Chicago. 111. 
Food Value of Dairy Products. 

California Dairy Council. San Francisco, Calif. 
Soil Sense. 

Oliver Chilled Plow Works, San Francisco, California. 

Bibliography 

Garber E., Teaching Chemistry by the Project Method. School 
Science & Mathematics. May 1921. Send for price lists No's 40 and 
46, Superintendent of Documents, Washington, D. C. 



7 2 HIGH SCHOOL MANUAL 

GENERAL SCIENCE 

(One Unit — Half Unit.) 

I. The Air and Its Use. 

1 . Air as a real substance. 

Does air have weight? Calucate weight of air in room. Does 
air exert pressure? Make a mercurial barometer. Types 
of barometers, and uses (to indicate height and forecast 
weather); Suction, force, exhaust, and bicycle pumps; sip- 
hon; compressed air; liquid air; balloons; airplanes; foot- 
ball; automobile tires. 

2 . Air for Fire and Breathing. 

Composition of air: How is the amount of oxygen and 
carbon dioxide kept constant? Nitrogen: relation to soil 
fertility and plant life. Helium: its use in balloons. Oxida- 
tion; Matches. Oxidation helps us work. The value of deep 
breathing. 
3 . Air and health. 

Ventilating the home; dust in the air; cleaning and dusting; 
contagious disease; prevention and spreading of disease; 
insects and disease; health officers and school hygiene; 
how to keep well; antiseptics and germicides; importance of 
clean methods of handling foods; relation of molds and yeast 
to man's life. 
n. Water and Its Uses. 

1. Water in our homes (see "proposed projects"). 
Impurities in water; methods of purifying; city water sys- 
tems; the home water supply system; water pressure; sewage 
disposal; the physical states of water; idea of molecules and 
atoms; cooking food by boiling; water as a solvent; hard and 
soft water. 

2 . Water in the air. 

Evaporation; the thermometer; temperature and amount of 
water vapor in the air; humidity of the air — relation to 
health; wet and dry bulb thermometers; wind; weather 
maps; the weather bureau and its importance. 
3 . Water and the soil. 

The action of water, ice, wind, air, plants, and animals in 
making soil; physical structure and fertility of the soil; 
how water rises in the soil; how to save the moisture in 
the soil; drainage and irrigation; reclaiming desert regions; 
reclaiming swampy regions; acid soil and how to correct it. 
III. Foods. 

1 . Plants 

Importance in the life of man; how is plant life carried on? 
Nitrogen-fixing bacteria; organic and inorganic foods. 

2 . For the Human Body. 

Classification of foods; how to select foods; tea, coffee and 
alcoholic drinks; taste and digestibility; why we cook foods; 
quality and cleanliness; balanced meals according to age, 
seasons of year and occupation. 

ACCORDING TO AGE 
5-10 yrs. 10-20 yrs. 20-30 yrs. 

Breakfast 
Peaches Prunes Orange 

Milk Two Eggs Eggs or Milk 

Oatmeal Oatmeal Wheat or C Bread 

Honey Milk Steamed Figs 



FOR SOUTH DAKOTA 



73 



Milk 

Wheat Bread 

Corn 

Egg Custard 

Peas or Beans 

Potato 

Cheese 

Raisins 

Bread Pudding 



Lunch 
Potato 

W. or C. Bread 
Vegetable 
Milk 

Dinner 
Corn 
Peas 

Fish or egg 
Bran Gems 
Custard 



Egg Sandwich 
Corn Muffins 
Nuts 
Milk 

Vegetable Soup 

Celery or Lettuce 

Potato 

Fish or Buttermilk 

Ice Cream or Gelatin 



Spring and Summer 

Melon, Peaches or Pi 
Dates or Figs 
Nuts or Cream 
Ripe Banana 
Egg (whipped) 
Bran 



Pint Buttermilk 
New potato 
Whole Wheat Bread 
Butter 



Lettuce and celery 
Smoked fish 

Cheese and peanut butter 
Young Carrots as a salad 
Potato (small amount) 
Peaches or Prunes 



ACCORDING TO SEASON 
(Sedentary Workers) 



Fall and Winter 



Breakfast 



Lunch 



Dinner 



Grapes or Peaches 

Oatmeal or Boiled Rice 

Cream 

Eggs or Milk 



Corn Bread 
Butter 
Buttermilk 
Vegetable Soup 

Celery, nuts 

Potato 

Turnips 

Baked Beans 

Gelatin or Custard 



3 . In the home. 

Why foods spoil; action of bacteria, molds and yeast on food; 
yeast as a friend and foe; drying foods; canning; pure food 
and drug laws; danger in meat; cleanliness in the kitchen. 
IV. The Earth in Relation to Astronomical Bodies. 

1 . The sun and other stars. 

Constellations, the north star, and solar system. 

2. The moon, planets and comets. 

Years, seasons, day and night, time, and gravitation. 
V 7 . Protection and Comfort. 

1 . Building our homes. 

Choosing, planning, beautifying and constructing the home 
— the foundation, walls, floors, and roof; materials used in 
building; brick, concrete, stone, and stucco construction. 

2. Lighting our homes (see "proposed projects") 

Why objects are visible; reflection, refraction, mirrors; 
use of lens in reading glass, moving-picture machine, stere- 
opticon and microscope; camera; the human eye, over and 
under illumination and its attending eye strain; candle, kero- 
sene, gas and electric lights; electric cells, conductors and 
insulators; fuses; switches. 



74 HIGH SCHOOL MANUAL 

3 . Heating our homes. 

Kinds of fuel; radiation, conduction, and convection; the fire- 
place, s*tove, and furnace as a heater; hot-air, hot-water, 
and steam heat; chimneys; refrigeration and its uses; fireless 
cooker, electric toaster, iron and other appliances. 

4. Clothing. 

Purpose of clothing; cotton, linen, wool, and silk: clothes 
as conductors of heat; perspiration; cooling effect of evapora- 
tion; relation of color of clothing and their warmth; water- 
proof clothes; the action of soap: how to remove stains; 
clothes moths. 
VI. The Work of the World 

1 . Machines 

Simple machines; the lever — its mechanical advantages; the 
crank, axle, pulley, inclined plane, wedge and screw; com- 
plex machines — mowers, binders and sewing machines; 
friction; measure of work. 

2. Communication. 

Telegraph; telephone; newspaper; study of electric bell, and 
its repair; wireless telegraph and telephone; electromagnets; 
compass and its use; writing and printing; signaling; types 
of magnets. 

3 . Transportation. 

On land — locomotive, electric trolley, automobile; on water 
— steamboat and submarine; by air — airships and airplanes; 
compare steam and gas engines; parts and working of an 
electric motor; principle of the dynamo; Archimedes prin- 
ciple. 

4 . Life upon the earth. 

Reproduction in plants and animals; kinds of pollination; 

the meaning of heredity, and selection; destroying flies 

and mosquitoes. 
r> . "Safety First." 

Cause and prevention of accidents; sinking; taking chances; 

danger in and about the home; use of gasoline and benzine; 

dangers outside the home; emergency treatment. 
THE COURSE IN GENERAL SCIENCE should be based on 
the following: 

1 . Subject matter of value secured from the student's environ- 
ment which will therefore vary in different localities. 

2. Laboratory work (including well-planned excursions fol- 
lowed up in class) in the problem or project form — 30 ex- 
periments being required. 

3 . A full time one-year course, offered to ninth grade pupils 
only. 

4 . At least two double time weekly periods for laboratory work 
performed by the pupils themselves. 

5 . Adequate equipment and reference books. 

The work should be simple but fundamental. Abstract formulae are 
to be avoided. And the presentation of facts and their analysis and 
correlation should be made from the non-mathematical point of 
view. 

List of Suggested Experiments 

Other topics or projects may be introduced or substituted. 
1 . Some uses of the vacuum. 

2 . The Mercury Barometer. 

3 . Expansion and contraction of solids by temperature. 

4. Ventilation and humidity (at home). 



FOR SOUTH DAKOTA 7 5 

5 . Hot-water heating systems. 

6 . Principles of fireless cookers and thermos bottles. 

7 . Nature of carbon dioxide and its relation to respiration. 

8 . Comparative study of the elements oxygen and hydrogen. 

9 . How molds and yeast plants live and grow. 

10. Changes in volume when water freezes. 

11. What happens when water boils? 

12. Effect of evaporation upon temperature. 

13. How liquids are transferred by the siphon and lift pump. 

14. What determines whether objects float or sink? 

15. Individual study of farm machines such as mowers and bind- 
ers. 

16. Comparative results of pulleys and pulley systems (at home) 

17. Comparative results of levers (3 horse eveners), wheel and 
axle. 

18. How a flashlight operates, also door bell and telegraph in- 
strument. 

19. How is the cost of electricity determined? 

20. Permanent magnets and their uses. 

21. How does the electric motor and steam engine operate? 

22. The ability of soils to hold water. 

23. The moon's change in appearance. 

24. Preparation of soap and the action of acids and bases. 

25. Action of heat and baking powder in baking. 

26. The removal of stains. 

27. Milk testing and the feeding of farm animals. 

28. Variation in ears of corn. 

29. What makes soil fertile? 

30. How plant roots absorb water. 

Supplementary Reading 

Each student should select and report on one or two topics dur- 
ing the semester. A suggested list follows: 

1. Home insects 10. Control of the plant world 

2. Communication 11. Planting a window box 

3. Metals of my neighborhood 12. Growing an acre of potatoes 

4. Electricity in the home 13. How life begins 

5. Our planets 14. Control of animal life 

6. How to keep clean 15. Relative value of asbestos, 

7 . Story of River sawdust and ground cork. 

8. The Weather (reference: — U. S. Govern- 

9. Water for the home ment Pub. S. & R. Catalog.) 

Proposed Projects 

Lighting our Home 

1 . Natural light in the home. 

a. Reflection and diffusion of sunlight. 

b . Arrangmeirt of windows. 

c. Choice of wallpaper and hangings. 

d . History of glass, how it is made. 

Ref: — Caldwell and Eikenberry; Van B. and Smith; 
Hunter and Whitman; Trafton. 

2 . Artificial light in the home, 
a . Candles. 

Find conditions needed for a candle to continue burning 
and study burning of candle. Also special report, "How 
candles are made." Ref: — Caldwell and E. Van B. and S.; 
Trafton. 



7 6 HIGH SCHOOL MANUAL 

b. Oil. 

Study structure and working of kerosene lamp. Also special 
reports on "Sources and Method of purifying coal oil." and 
"Description of oil well." Ref: — Caldwell and E.; Van 
Buskirk and Smith; Trafton; Clark; Hunter and Whitman. 

c. Electricity. 

Visit power plant. How distributed? How do the fuses 
protect my home? What causes the bulb to give light? 
Why can I light one lamp without lighting all? Why does 
pushing a button put out the light? How is the bulb made? 
Why better illumination from tungsten filament than car- 
bon? How is electricity measured? How may electricity 
be changed to light? What things conduct and what do 
not? How are lights connected? Read the meter and com- 
pute cost of electricity used. 

Ref: — Caldwell & E; Van B. and Smith; Trafton; S & J; 
H. & W. 

d . Arc lights. 

How does a carbon arc work? See Smith and Jewett. 
3 . Direct and Indirect Lighting. 

a. Advantages and disadvantages of each. 

b. Relation of light to good eyesight. 

c. Requirements for proper artificial lighting. 

Ref: — Caldwell and E; Smith & Jewett; Hunter & Whitman. 
For laundry, sanitation, beverage, cooking foods, heat carrier. 

Wat or in Our Homes 

1 . Uses. 

and power. 

2. Sources: In my community. 

Why selected? Is it sufficient in case of exceptionally long 
draught? If not, what other provisions are made? 

3 . How transferred from source to consumer. 

Note reservoirs, basins, standpipes, pumps, filtration plant. 

4 . How purified. 

Precaution taken to keep source clean. What are some im- 
purities found in water? What chemicals are used? Why? 
How efficient is filtration plant considered? Has any out- 
break of disease ever been traced to water supply? How 
often tested? Compare methods of other communities. 
5 . Pressure in mains. 

What added pressure does the sandpipe give? Is there suf- 
ficient pressure for the outlying districts? 
6 . Special Considerations. 

a . Kinds of water and characteristics of each. 

Hard and soft water. Influence upon fabrics in wash- 
ing. Tests for hardness. Action as solvent. Kind 
in this community. 

b . Action upon pipes and vessels. 

Materials to use. Power of rusting and erosion. 

c. Methods of control. 

Faucets, taps, automatic float feeds . Study advan- 
tages of the different types. Compute cost of leaky 
faucet for a month. 

Textbooks in General Science 

Caldwell & Eikenberry, "General Science"; Ginn & Co. 
Caldwell, Eikenberry & Green, "Laboratory Problems"; Ginn & Co 
Van Buskirk & Smith, "Science of Everyday Life"; Houghton, 

Mifflin. 



FOR SOUTH DAKOTA 77 

Hodgdon, "Elementary General Science"; Hinds, Hayden & Eld- 
redge. 

Hunter & Whitman, "Civic Science in the Home"; American 
Book Co. 

Trafton, "Science of Home and Community"; MacMillan. 

Smith and Jewett, "General Science"; MacMillan. 

Hunter and Whitman, "Civic Science in the Community"; Ameri- 
can Book Company. 

Washburn, "Common Science"; World Book Co. 

Elhuff, "General Science"; Heath. 

Snyder, "Everyday Science"; Allyn and Bacon. 

Waekel & Thalman, "A Year in Science"; Row, Peterson & Co. 

Barber, "Science for Beginners"; Henry Holt & Co. 

Fall, "Science for Beginners"; World Book Co. 

Manuals are published for most of these text books. 
Reference Books for Students 

Bond, "Inventions of the Great War." 

Collins, "Inventions for Boys." 

Collins, "Book of Electricty." 

Collins, "Book of Wireless." 

Lane, "Triumphs of Science." 

Gilmore, "Boys' Book of Astronomy." 

Martin, "Friendly Stars." 

Mitton, "Book of Stars for Young People." 

Proctor, "Giant Sun and his Family." 

Pearson, "Bird Study Book." 

Rodgers, "Wild Animals Every Child Should Know." 

Rodgers, "Trees Every Child Should Know." 

Rodgers, "Useful Plants Every Child Should Know." 

Smith, "Romance of Aircraft." 

Turner, "Air Craft of Today." 

Bodmer, "Book of Wonders." 

Corbin, "Romance of Submarine Engineering." 

Fournier, "Wonders of Physical Science." 

Bolton, "Famous Men of Science." 

Official Handbook, Boy Scouts of America, Doubleday, Page 
& Co. "The Barometer as the Foot Rule of the Air" and "The Moun- 
tains of Cloudland and Rainfall" 10 cents each, Taylor Instrument Co., 
Rochester, N. Y. Charts of Automobile, Steamship and Gas Engine 
(50 cents each) Popular Mechanics. Creative Chemistry, and Bulletins 
Chemical Foundation, 81 Fulton St., N. Y. Value Compressed Yeast 
(free), Fleishman Yeast Co.. 701 Wash. St. N. Y. City. Monographs 
B-l, B-2, B-3, B-5, Western Elect. Instrument Co., Newark, N. J. 

Free Exhibit Material 

Aluminum — Aluminum Co. of America, Westminister Bldg, Chicago. 

Asbestos — Keasby and Mattison Company, Ambler, Pa. 

Baking Powder — Royal, 135 William St., New York City. 

Cocoa and Chocolate — Walter Baker Co., Milton, Mass; Hershey Choco- 
late Co., Hershey Pa.; Walter Lowney Co., Hanover St., Boston, 

Coffee — National Coffee Roaster Ass'n. 39 Oldslip, N. Y. ($1.00) 

Cork — Armstrong Cork Co., Pittsburgh, Pa. 

Corn Products — Amer. Mrg. Ass'n. of Products from Corn, 20 8 LaSalle 
St. Chicago. 

Fertilizers — York Chemical Works, York, Pa., or Swift & Co. South 
St. Paul, Minn. 

Flour — Pillsbury Flour Co., Minneapolis, Minn. 

Grain — Postum Cereal Co., Battle Creek, Mich., or Quaker Oats Co., 
Chicago. 



7 8 HIGH SCHOOL MANUAL 

Limestone — Indiana Granite, 112 W. Adam St. Chicago. 

Paints and Varnish — Sherwin-Williams Co. 611 Canal St. Cleveland, 
Ohio. 

Salt — Worcester Salt Co. 71 Murray St., New York City. 

Silk — Belding Brothers & Co., 201 W. Monroe St. Chicago. 

Zinc — N. J. Zinc Company, 55 Wall St. New York City. 

Watches — Elgin National Watch Co., Elgin, 111. 

Larkin's School Exhibit — Buffalo, N. Y., (35 cents). 

Assortment of Elegant food charts — U. S. Dept. of Agri. ($1.00) 
Home Economics States Relations Service. Send for list of 
mounted material from University School Supply Co., Columbia, 
Mo. Also "School Set of Seeds", Bureau of Plant Industry, U. 

5. Dept. of Agri. 

Cement — The Atlas Portland Cement Co., New York. 

Seeds — Northrup King & Co., Minneapolis, Minn. 

Armour Fertilizers Works at Chicago and Sherwin-Williams Co., 

Chicago also have free exhibits for schools. 
Wilson's Meat Charts, c/o Dom. Sci. Dept. Wilson & Co., Chicago. 

Classroom Devices 

To ascertain ability of pupils, early in term, for sectional assign- 
ment, the following tests may be given: 
TEST NO. I. Fill in blank spaces with the proper word. 

1 . A is used to measure temperature. 

2 . The year is divided in four . 

3 . The force of causes objects to fall to the earth. 

4 . The of a plant develops into fruit. 

5 . Iron is extracted from . 

6. Water freezes at degrees Fahrenheit. 

7 . It is now the season in Chile. 

8 . Gasoline is usually extracted from . 

9. When the sun's light is shut off by the moon an 

occurs. 

10. Many diseases are communicated by —on soiled hands. 

TEST NO. II. — If statement is true, underscore "true", if false under- 
score "false" 

1 . New moon comes on the first day of each month. True. False. 

2 . T. N. T. is a much-used explosive. True. False. 

3. Electricity is a liquid flowing through wires. True. False. 

4 . The sun travels around the earth. True. False. 

5 . Living things are either plants or animals. True. False. 

6 . Birds go south in winter to raise their young. True. False. 

7 . Cows have cloven hoofs. True. False. 

8 . Wireless telegraphy was discovered by Benjaman Franklin. 
True. False. 

9 . Wool is grown on a tropical plant. True. False. 

10. Worms fall to earth during severe rains. True. False. 
TEST NO III. — Write after each the thought suggested: 

1. Sunkist 13. Vacuum cup 

2. Fifty-seven 14. Lusitania 

3. His Master's Voice 15. It floats 

4. Mazda 16. Chases dirt 

5. Skookum 17. There's a reason 

6. Eat-more 18. Eventually, why not now?.... 

7. Peruna 19. Shot from guns 

8. Keds 20. Hasn't scratched yet 

9. Foch 21. Pershing 

10. Overland 22. Paramount 

11. Bolsheviki 23. Collier's 

12. Kryptok 24. Ever-ready 



FOR SOUTH DAKOTA 79 

The time at the start and again at the finish should be indicated 
at the top of the front page; together with the name and age of the 
pupil. 

General Science Equipment 

Practically all material needed will be found in the Physics and 
Chemistry laboratory. An "Erector," "Meccano", "Exchem-co", and 
"Chemcraft" set are very good for science clubs, and automobile 

clubs. A minimum list is arranged below. 

2 beakers pyrex, 250 cc 

1 battery jar 100x125 mm 

1 meter stick 

1 ringstand, 2 rings 

1 glass plate 4x4 inches 

1 bar magnet 

1 compass, magnetic 

12 feet rubber tubing, 3/16 inch 

2 lbs. glass tubing, 5 to 7 mm 

1 lb. iron filings 

2 pkgs. blue and red litmus paper 
1 box candles 

1 lb. copper wire, insulated 

48 test tubes 5x5/8 

12 corks, assorted 

12 test tubes 8x1 in. 

1 triple scale 

1 set weights, iron, 10-500 g. 

1 burdette clamp 

1 force pump, glass model 

2 pulleys, single and double 
1 bell jar 

1 barometer tube and pipette 

1 electric bell, 2y 2 in. gong 

2 push buttons 

1 test tube holder 

1 thistle tube 

1 mirror, plane, 4x15 cm 

12 bottles, wide mouth 8 oz. 

1 alcohol lamp, 4 oz. or Bunsen Burners 

3 ft. rubber tubing 1/4 inch 

1 rubber stopper, 2-hole 

2 flasks, pyrex, 500 cc 

1 lb. nitric, and hydrochloric acid 

1 lb. sulphuric acid 

1 lb. copper sulphate 

4 oz. Fehlings sol. "A" and "B" 
4 oz. oxalic acid, crystals 

1 lb. manganese dioxide and marble chips 

1 lb. sulphur and potassium chlorate 

3 clamp holders 

1 graduate, cylindrical, 100 cc 

1 lift pump, glass model 

1 air pump, vacuum and pressure 

6 feet rubber tubing 1/4 inch 

1 Washington collection rocks and mineral 

1 pound mercury and mercury well 

4 dry cells 

1 telegraph set 



80 HIGH SCHOOL MANUAL 

Visual Instruction 

Many industrial and commercial companies have motion picture 
films of educational value, which they are willing to loan free of 
charge to schools. A splendid classified list of such films may be 
had by writing to the Bureau of Education, Washington D. C. for the 
"Extension Leaflet No. 2" entitled "Films in Possession of Associa- 
tions, Commercial and Manufacturing Companies." Another list 
may be found in the Educational Red Book. 

Film Distributors and Their Nearest Exchange 
Associated First National Pictures, Inc., Des Moines, la., 326 Iowa 

Bldg. 
Atlas Educational Film Co., Oak Park, 111., 1111 South Blvd. 
Bureau of Commercial Economics, Washington, D. C. 
Beseler Educational Film Co., New York City, 71 W. 23rd St. 
Carter Cinema Co., New York City, 220 W. 42nd St. 
Community Motion Picture Bureau, Chicago, 111., 5 S. Wabash Ave. 
Educational Films Corp. of America, Minneapolis, Minn., Loeb Arcade. 
Educational Motion Picture Bureau, Boston, Mass., 308 Boylston. 
Educational Pictures Co., Chicago, 111., 406 Englewood Ave. 
Equitable Film Corp., Kansas City, Mo., 928 Main St. 
Famous Lasky Players Corp., Minneapolis, Minn., 601 N. First Ave. 
Exhibitors Mutual Dist. Corp.. New York City, 1600 Broadway. 
First National Exhibitors, New York City, 6 W. 48th St. 
First National Exchange, Ltd., Vancouver, B. C, Standard Bank Bldg. 
Fox Film Corporation, Minneapolis, Minn., 608 First Ave. N. 
General Film Company, New York City, 25 W. 44th St. 
Goldwyn Distributing Corp., Minneapolis, Minn., 16 N. Fourth St. 
Goldwyn-Ford, Minneapolis, Minn., 16 N. Fourth St. 
International Church Film Corp., New York City, 920 Broadway. 
Kineto Company of America, New York City, 71 W. 23rd St. 
George Kleine, Chicago, 111., 63 E. Adams St. 
Lea-Bel Company, Chicago, 111., 64 W. Randolph St. 
Metro Pictures Corp., Minneapolis, Minn., Produce Exchange Bldg. 
New Era Film Co., Chicago, 111., 207 S. Wabash Ave. 
Pathe, Inc., Minneapolis, Minn., 608 First Ave. N. 
Red Cross Travel Series, American Red Cross, New York City. 
Robertson-Cole Dist. Corp., Minneapolis, Minn., 309 Loeb Arcade Bldg. 
Triangle Film Corp., New York City, 1457 Broadway. 
United Artists Corp., Minneapolis, Minn., 420 Film Exchange Bldg. 
Universal Film Exchange, Minneapolis, Minn., 721 Third Street. 
Vitagraph Exchange, Minneapolis, Minn., 608 First Ave. N. 
World Film Corp., New York City, 71 W. 23rd St. 

Y. M. C. A. Motion Picture Bureau, New York City, 347 Madison Ave. 
Y. W. C. A. of the United States of America, New York City, 600 

Lexington Ave. 



An extended list classifying the number of reels available for 
distribution by the State Universities of the country, will be found in 
the reference book entitled "1001 Films" compiled by the Motion 
Picture Age, Chicago, 111. This booklet also classifies the films listed. 
A very complete classification of film subjects may be found in the 
"Loose-Leaf Catalog and Information Service" published by the Educa- 
tional Film Magazine, 33 West 42nd Street, New York City. 



Additional film companies are listed in the Educational Red Book 
published by C. F. Williams & Sons Inc., Albany, New York. 

The United Projector & Film Corp., 67 W. Mohawk St., Buffalo, 
N. Y., publishes a general science course hand-book of motion picture 
films. 



FOR SOUTH DAKOTA 81 

For suggested films in general science see "Chemistry" and 
"Physics" divisions. 



A handbook of general information entitled "Motion Pictures and 
Motion Picture Equipment" is published by the U. S. Bureau of Edu- 
cation. Bulletin, 1919, No. 82. 

Magazines 

For Pupils: 

The Illustrated World. 

Scientific American and Supplement. 

Literary Digest. 

Popular Science Monthly. 

(The Teacher's Service Sheets furnished with each issue are 

very valuable.) 
The above mentioned should be available in every high school. 
American Boy. 

Boy's Life (Boy Scout Magazine.) 
Boys' Magazine. 
Popular Mechanics. 

Science & Invention (formerly The Electrical Experimenter). 
Scientific Monthly. 

For Teachers: 

General Science Quarterly. 

School Science and Mathematics. 

American Journal of Science. 

Classified list of all American periodicals, giving subscription 
prices, may be procured from the Moore-Cottrell Subscription Agency, 
North Cohocton, New York; The J. M. Hanson-Bennett Magazine 
Agency, Jackson Blvd., Chicago; The A. W. Rundquist Company, West 
Lake Street, Minneapolis, Minnesota. 

Bibliography 

Moore, J. C. Project Science, Progressive. Sch. Sci. & Math., Nov. 

1916. 
Stevenson, J. A. Project in Science Teaching. Sch. Sci. & Math. 

Jan., 1919. 
Trafton, G. H. Project Teaching in General Science. Sch. Sci. & Math., 

April, 1921. 
Wade, E. G. Utilization of the Chance Project in Science. Sch. Sci. 

& Math. December, 1920. 
Wake, W. S. Project Method in General Science. Sch. Sci. & Math. 

October, 1919. 
Woodhull, J. F. Project Method in Teaching Science, Sch. & Soc. 

Jan. 13, 1918. 
Woodhull, J. F. Projects in Science. Teach. Co. Rec. 17:31, 1916. 
Woodhull, J. F. Science Teaching by Projects. Sch. Sci. & Math. 

15:225, 1915. 
Com. Report. Reorganization of Science in Secondary Schools. Bulle- 
tin No. 26, 1920. u. S. Bureau of Education. 
Loomis & Carr. A course in Gen. Sci. for vocational home economics 

schools. General Science Quarterly, November, 1921. 
Webb, H. A. Gen. Sci. instruction in the grades. Bulletin No. 4, 

George Peabody College for Teachers, Nashville, Tenn. 
Price List No. 48 and 42. Superintendent of Documents, Washington, 

D. C. 
Send for the "Record of Current Educational Publications" issued 

monthly by the U. S. Bureau of Education, Library Division. 



82 HIGH SCHOOL MANUAL 

PHYSICS SYLLABUS 

(One unit) 
CONTENT OF THE COURSE 

I. MECHANICS 

Properties and classification of matter: 

1 . Solids. 

(a) Practical illustrations to define work and unit for 
measuring work (foot-pound). Force and methods of 
measuring force. See "Introductory Lesson." 

(b) Composition and resolution of forces: traveling crane, 
child pulling sled or cart, the pendulum. 

(c) Simple machines. Inclined plane; jack-screw, wedge, 
practical hauling. Lever: parts and application in 
whipple-tree, block and tackle (pulley), eveners, wheel 
and axle, effect of size of wagon wheel upon pull re- 
quired. Efficiency: measure work in and work out. 
Distinction between mechanical advantage and effici- 
ency; power; friction, laws of friction; hot-boxes. 

(d) Study of moments. Derived from discussion of levers. 
Visits to local machine shops, foundries and power 
plants will clinch a practical application of machines 
and their work. 

(e) Mechanical energy. 

(f) Stability. Introduced by "Tumble Jack", "Ballast in a 
Ship", Center of gravity and means of increasing sta- 
bility. 

(g) Laws of universal gravitation, inertia, action and re- 
action, momentum. 

2 . Fluids. 

(a) Pressure due to gravity. Atmospheric: barometer, 
principle as applied in suction, milking machines and 
breathing. Liquids: water-supply, artesian wells, force 
pump, gravity system in community, siphon. 

(b) Boyle's Law: air pump, bicycle pump, tires, basket- 
ball, football. 

(c) Archimedes' principle: buoyancy, submarines, balloons, 
airplanes, boats, density, volume of irregular body. 

(d) Pascal's law: hydraulic elevator, hydraulic press, bar- 
bers' chairs. 

(e) Molecular forces: capillarity, absorption of gases (illus- 
trated by lamp wicks and ammonia fountain). 

(f) Application of work principle to flowing liquids under 
pressure. 

II. HEAT 

1. Study of school heating system. (See "Heating System of 
High School.") This will lead to methods of heat trans- 
ference which should be found by visiting different heating 
plants in the community. Units of measuring heat may be 
introduced by asking "which gives more heat, a pound of 
wood or a pound of coal?" "Here heat must be measured, 
but how?" This leads to a discussion of thermometers, test- 
ing accuracy of thermometers, absolute zero, Charles' Law. 

2 . Problems of ice manufacture, refrigeration, distillation of 
water and petroleum, formation of dew, rain, hail, snow, 
and frost, will lead to vaporization in its various forms, 
"Heat of Vaporization" and "Heat of Fusion." 

3 . Specific heat. Expansion due to heat. Effect on railway 
rails. 

4 . Heat and work. Study steam and gas engines. 



FOR SOUTH DAKOTA 83 

5 . Mechanical equivalent of heat. 

6 . Heat a form of energy, transformation of energy, conser- 
vation of energy. 

III. ELECTRICITY. 

Approach may be made by taking up the fundamental principles 
of electricity and magnetism first, if desired. 

1 . Study the electric bell and telegraph. This will develop a 
study of complete circuits, cells, kinds of cells with their 
weak and strong points, methods of connecting them, electro- 
magnets and the earth's magnetism. 

2 . Lighting effects of a current. If a storage plant or power 
plant is not available improvise a miniature electric lighting 
plant with dry cells and three 3-volt lamps. 

4 . Heating effects of a current. From the lighting and heat- 
ing effects derive the idea of resistance and E. M. F., and 
units for measuring these (ohm and volt). 
5 . Chemical effect of a current. 

(a) Storage cell — lead type only, electro-plating. From this 
derive the idea of current and unit for measuring it. 
(ampere). 

6. Relation of volt, ohm and ampere. (Ohm's law.) 

7 . Cost of operating modern electric appliances — lights, iron, 
vacuum cleaner, emersion heater and percolator and others. 

8 . Magnetic effect of a current resulting in rotation, voltmeter, 

ammeter and motor. 

9 . Methods of producing current other than the cell. Necessity 

for other methods. Dynamo and induction coil. Laws of 

induced currents. 
10. Transformers and telephones. Visit the local plant and 

central telephone office. 
11 . Brief survey of static electricity, the electrophorns, lightning 

rods and also a study of wireless. 

IV. SOUND. 

1 . Study the phonograph and other familiar instruments. 

2. Distinction between musical sound and noise: pitch, speed of 
sound and medium. 

3. Simple and complex wave motion; relation of frequency; 
wave length and velocity. Amplitude, loudness, interfer- 
ence, beats, discord. 

4. Properties of vibrating strings and of air columns. 
5 . Resonance and reflection, accoustics. 

6. Music: scales, fundamentals and overtones. 

V. LIGHT. 

1 . Study the pin hole camera and human eye. This leads to 
discussion of image formation. 

2 . Rectilinear propogation of light, photometry, illumination, 
intensity. 

3 . Formation of images by lens as in the eye and camera. Use 

of lens in correcting faulty eyesight. Combination of lenses 
in microscope, telescope. 

4 . Refraction and reflection. 

5. Color: Introduce by throwing the spectrum on a screen 
and holding pieces of colored cloth in different parts of 
spectrum. Another way is to ask "Why is it so hard to 
match colors by artificial light?" Another way is to burn 
in a dark room, a little alcohol to which some salt has been 
added and notice the effect of the sodium flame upon the 
skin. 



84 HIGH SCHOOL MANUAL 

6. Colors and pigments: Theory of color vision — rainbows and 
halos. Students who expect to enter college should be re- 
quired to spend the last few weeks discussing topics re- 
quired for College entrance that have not been included in 
this course. 

The course in physics should be based on the following: 

1 . Laboratory work preferably in the problem or project form 
— 3 6 exp. being required, 50 exp. regarded as the maximum. 

2 . The opportunity to consult other scientific literature, with 
encouragement to do so. 

3 . Lecture table demonstrations to illustrate the facts and 
phenomena of physics in their qualitative aspects and practi- 
cal applications. 

4 . Common applications to the everyday life situations of the 

students and their problems of environment. 

5 . The topics as outlined, but arranged to follow the psycholo- 

gical order as it reveals itself in the natural working of the 

students' minds. 
The work should be simple but fundamental. The development 
of abstract formulae should be avoided. The presentation of facts 
and their analysis and correlation should be kept within the mathema- 
tical ability of the students. 

Introductory Lesson in Physics 

Ask each member of the class to write on a slip of paper what 
he considers is a good example of work. Make a blackboard list of 
these, placing in one column all those that are examples of WORK 
as it is understood in physics. Then ask, "Can anyone suggest why 
these are grouped together?" (Bring out the idea that in each case 
something has been moved through a certain distance.) Continue 
with this question, "If you were standing on a corner holding a heavy 
suitcase, would you be doing work?" Emphasize further that in a 
scientific sense no work is ever done unless a force succeeds in mov- 
ing the body on which it acts through a certain distance. Ask, "What, 
then, is one factor involved in work?" "What is the other?" If 
possible, get from the class the two terms, "weight" and "distance 
moved." Lift one book, one foot. "Is this work?" Lift on book two 
feet, "How does this work compared with that of lifting one book 
one foot?" Lift two books one foot, "How does the work compare 
this time?" Lift two books two feet, "How much greater is the 
work this time?" "How then, can you always find the work?" 
"What unit is used to measure weight?" (See that the term unit is 
thoroughly understood by the class). "What unit would you use to 
measure distance?" "What, then, do you think would be our unit for 
measuring work?" 

Follow this by several examples making sure that the class has 
a clear idea of how to measure work and the unit used in measuring 
it. 

Tie a string around a book and pull it across the top of the desk 
with a spring balance. "What force am I exerting in order to pull 
this book across the desk?" Suspend the book by means of the bal- 
ance. "With what force is the earth pulling this book toward the 
floor?" Therefore, we say the book weighs one pound and three 
ounces (make clear the specific idea that weight, the weight of this 
book for instance, is the measure of the force with which the earth 
attracts or pulls the book toward itself.) To go back to our problem 
— "What would you have to measure to find the work necessary to 
push or pull the ice up the plane?" "Is it more or less work to 
push the ice into a wagon by means of an inclined plane than it is to 



FOR SOUTH DAKOTA 85 

lift it vertically from the ground?" Follow with a demonstration of 
the inclined plane (providing time permits). 

Assignment: (If laboratory work is NOT included in the first 
lesson). Review carefully all points dicussed in the lesson. List 
as many devices as you can that might be classed as an inclined plane. 
Find out something about the origin and history of the pound and 
foot. (See Hoadley, Millikan & Gale, and the Encyclopedia.) 
Assignment: (If laboratory work IS included in first lesson.) Be 
prepared to tell what your text has to say about work and units for 
measuring it. (Cite paragraphs and include also the other assign- 
ment.) 

Heating System of the High School 

( (All questions that cannot be answered at the time of this 
excursion may serve as problems for future study. ) 

I. FUEL. 

What kind of coal is used in this system? Why? What amount 
of coal is required to run this system one year? How often 
should the furnace be stoked? 

II. FIRE BOX. 

How large is the fire box? How are the grates dumped? How 
does the construction of the grates provide for expansion? In 
spite of the fires, the boiler room does not seem excessively hot. 
Why? Why is it important to keep the ash pit clean? 

III. BOILER. 

Why is the boiler divided into a number of cylindrical sections 
rather than cast in the form of one large tank? How is the 
outside of the boiler cleaned? The inside? How would one 
tell when the boiler needed cleaning on the inside? What would 
be the danger of allowing it to become encrusted? How can you 
account for the crust which forms on the inside of boilers? What 
would likely happen if the steam pressure arose too high? What 
is the boiling point of water on the inside of the boiler? How 
do you account for this? 

IV. OTHER PARTS OF THE SYSTEM. 

What is the purpose of the safety valve? The pressure gauge? 
What is the pressure capacity of this system? Of what use is the 
water gauge? How is the system supplied with water? When? 
If the water should drop below the level of the water gauge, so 
that it would be impossible to tell just where the water was, 
what should be done? Why? Of what use are the dampers? 
How are the dampers worked? What provisions are made for 
increasing the heat needed for very cold weather? Why are 
steam pipes wrapped with asbestos? What is the purpose of the 
small valves at the end of the radiators? The steam is condens- 
ed in the radiators. The hot water which leaves a steam radiator 
may be as hot as the steam which entered it. How, then, has the 
room been warmed? What carries the smoke and gases up the 
chimney? 

Laboratory Suggestions 
Students will enjoy making various simple pieces of apparatus 
if properly encouraged and directed. The experiments, numbered 
above 20 are suggested as very suitable, but others may be substitut- 
ed. Thirty experiments or exercises may be regarded as the minimum, 
with a possible maximum of forty. These experiments should be 
written in the laboratory. A fine variety of supplementary experi- 
ments may be found in the following Laboratory Manuals: 
Good's "Laboratory Projects in Physics," MacMillan Co. 
Packard's "Everyday Physics," Ginn & Co. 
Wauchope's "Laboratory Manual of Physics," Scott-Foresman. 



86 HIGH SCHOOL MANUAL 

Millikan, Gale, Bishop's "Laboratory Physics," Ghm & Co. 
Reeve's "Physical Laboratory Guide," American Book Co. 
Black's "Laboratory Manual in Physics," MacMillan Co. 
Davis's Laboratory Physics," Looseleaf, Welch. 
Conrad's "Physics Manual and Lab. Notebook," Atkinson. 
Dean. Timmerman, Chesters "Lab. Manual and Physics", Ameri- 
can Book Company. 

Chute's "Laboratory Guide," Allyn & Bacon. 
List of Suggested Experiments 
The "starred" experiments should be required of all students. 
1 . *Linear and volumetric measurements. 
2 . *Weighings. 

3. *Parallelogram of forces. 

4 . Laws of the pendulum. 

5 . *Inclined plane. 

6. *The lever — principle of movements. 

7 . *The pulley — mechanical advantage of single and combina- 

tion pulleys. 
8 . Coefficient of friction. 
9. *Locating the center of gravity on irregular cardboard, and 

other objects. 

10. Demonstrating Newton's second law. 

11. * Atmospheric pressure. 

12. Boyles' law. 

13. * Archimedes principle — specific grayity of solid and liquid. 

14. Pascal's law. 

15. Molecular forces. 

16. Testing accuracy of thermometers. 

17. Charles' law. 

18. Distillation. 

19. *Dew point. 

20. Vaporization. 

21. Heat of vaporization. 

22. Heat of fusion. 
23 . Specific heat. 

24 . *Expansion of solids owing to heat. 

25. *Electric bell and telegraph. 

26. *Kinds of cells — constructing each type for study and com- 

parison. 

27. *The storage cell and electroplating. 

28. *Electro-magnets and permanent magnets; blueprints of mag- 

netic fields. 

29. *Ammeter and voltemeter. 

30. *Cost of modern electric appliances. 

31 . Induction coil. 

32. Motor and dynamo. 

33. Transformer and telephones. 

34. *Static electricity. 

35. Wireless telegraphy and telephony. 

36. * Velocity of sound. 

37. * Pitch of tuning fork. 

38. Laws of vibrating strings. 

39. Photometry. 

40. *Law of reflection. 

41. Law of intensity. 

42. Law of refraction. 

43. Cameras. 

44. Steam heating system — projects. 

45 . Hot water system. 



FOR SOUTH DAKOTA 87 

46. Record of gas and electric meter readings. 

4 7 . Carburators. 

48. Steam engine — threshing machine. 

49. Cost of gas appliances — stoves, irons, etc. 

Suggested Experiments in Problem Form. 

I. PROBLEM: Which requires more work, to slide a cake of ice 
up an inclined plane, or to lift it vertically to the top of the plane? 

APPARATUS: Inclined plane, small iron cart or roller skate, 
spring balance. 

PROCEDURE: Find the weight of the car in pounds and the 
height of the plane — measure from top of board straight down to 
the surface of the desk. The product of these will give the work 
done in lifting car VERTICALLY. Now find length of plane — meas- 
ure from top of board to desk — and the force in pounds required to 
slide the car with uniform speed up the plane, as indicated by spring 
balance. The product of these two will give work done in drawing 
the car UP THE PLANE. Call the weight of the car "resistance" 
and force exerted along the plane "effort." 

DISCUSSION: The work done on this machine, that is, effort 
times length of plane, is known as "input." The work done by the 
machine, that is resistance times height of plane, is known as the 
"output." Which is greater, the input or output? Answer pro- 
blem. What causes this difference? What advantage is gained by 
using the inclined plane? 

II. PROBLEM: What is the efficiency of the inclined plane in 
example No. 1? Would rolling the car up the plane make any differ- 
ence in the efficiency? 

APPARATUS. Same as example No. 1. Note: By efficiency of 
a machine is meant the relation of the work gotten out of it to the 
work put into it. That is, efficiency equals output divided by input, 
(indicate by equation.) 

PROCEDURE: Find force required to roll car with uniform speed 
up the plane as indicated by spring balance. This force in pounds 
times length of plane will give the "input" when car is rolled up. 
Calculate efficiency when sliding car up. Calculate efficiency when 
car is rolled up. 

DISCUSSION: Has the rolling increased or decreased the ef- 
ficiency? What causes this difference? Can you suggest any method 
of further increasing the efficiency? Can you make a plane with 
an efficiency of 100 per cent? Why? (This is known as an ideal 
inclined plane. ) What is the relation between input and output of 
an ideal plane? 

III. PROBLEM: Is more work required to pull a safe up to the 
third floor with pulleys than to carry it up by hand? 

APPARATUS: Two single pulleys — one fixed and one movable; 
two triple pulleys; weight of several pounds; pail and shot. 

PROCEDURE: Arrange the movable pulley so that the resistance 
weight is supported by two cords (draw on blackboard.) Pour shot 
into pail until weight rises with uniform speed. Making use of 
two meter sticks, measure how far the pail moves downward in order 
to raise the weight through 10 cm. Find weight in grams, of resist- 
ance weight; also pail of shot. The work done by the pail of shot 
(the input) is found by multiplying together the weight in grams of 
pail of shot and the distance in centimeters it is lowered. This pro- 
duct is expressed in gram-centimeters. The work done in raising the 
resistance (the output) is the weight of the resistance in grams, 
times 10 cm the distance it is raised. Call the weight of the resistance 
weight, the "resistance' and the weight of the pail of shot, the "effort" 
in recording your results. 



88 HIGH SCHOOL MANUAL 

DISCUSSION: Which is greater the input or the output? 
Answer problem. What is the efficiency of the arrangement of pul- 
leys? What causes the difference? Is it necessary to measure the 
distance moved by the R wt. and pail in order to determine the 
efficiency? Why? How could you improve the pulleys in order 
to make them move more efficiently? 

PROCEDURE No 2: Arrange the two triple pulleys in such a 
way that the resistance is supported by four cards. Find effort by 
pouring shot into pail as before. Find weight of pail of shot in grams. 
Calculate efficiency. Repeat having resistance supported by five 
strings; by six strings. 

DISCUSSION: How does efficiency of pulley vary with number 
of strings supporting resistance? State the law of the pulley. 
IV. PROBLEM: To construct and operate a miniture electric 
lighting and power system and measure the current. 

APPARATUS: Two ring-stands, two clamps, two ciossbars 
of wood each five inches long, two dry cells, No. 24 copper wire 
(insulate), three 3-volt lamps, small motor, electric bell, pocket volt- 
meter, thirty-five empere pucket ammeter, push button. 

PROCEDURE: First— using two ring-stands as supports, attach 
two cross bars by means of clamps. To these crossbars lead two No. 
24 insulated wires each about a yard long. They should be coiled 
around the crossbars. To the set of two cells connected in series 
attach these wires. Care should be taken to keep the free ends of 
these wires from touching. With a knife remove the insulation from 
the wire at two opposite points and hang a 3-volt lamp across. You 
will find that this lamp does not let through as much current (am- 
peres) as the cells can produce. Each lamp requires about a half- 
ampere. The 35 ampere ammeter is not sensitive enough to register 
the current required by a single lamp. 

DISCUSSION: How many amperes would three such lamps use? 
Attach 3 lamps in parallel on the line wires. Disconnect one of the 
wires at the battery and attach the ammeter in the circuit. See if 
3 lamps cause it to register. Having determined the total output 
of the two cells in amperes, how many such lamps could be operated 
at one time? Of course, the battery would not last long at this rate 
of current consumption. 

SECOND: Operate a small electric motor from your line current. 
Connect the ammeter in series with the motor and note how much 
current it lets pass through. How many such motors could be operat- 
ed at one time with a set of cells delivering ten amperes? 

THIRD: Attach electric bells and buzzers with push buttons 
to the line and operate them. An electric door bell usually requires 
about one-fifth of an ampere and three volts. Which is more ex- 
pensive — to ring a bell or to light a lamp of the type used above? 
How many dry cells are necessary to produce three volts pressure? 
How should they be connected? How might a cell or set of cells 
be short circuited? With respect to amperes, what does a short cir- 
cuit mean? With respect to length of wire, how could a short circuit 
be avoided? 

Textbooks in Physics 

Mann & Twiss, Physics (Revised Edition); Scott, Foresman Co. 

Lynde, Household Physics; MacMillan Co. 

Milliken, Gale and Pyle, Practical Physics; Ginn & Co. 

Hawkins, Elementary Applied Physics; Longmans. 

Black & Davis, Practical Physics; MacMillan Co. 

Carhart & Chute, Physics with Applications; Allyn & Bacon. 

Butler, Household Physics; Whitcomb & Barrows, Boston. 



FOR SOUTH DAKOTA 89 

Tower, Smith & Turton, Principles of Physics. (Revised edition) 

McGraw, Hill & Co. 
Headley, Essentials of Physics. (Revised edition) American 

Book Co. 
King, Physics of Agriculture; Mrs. F. H. King, Madison, Wis. 

Manuals for Teaching 

Twiss, Science Teaching; MacMillan Co. 
Mann, Teaching of Physics; MacMillan. 
Woodhill, Teaching of Science; MacMillan Co. 

Reference Books for Students 

Jackson & Black, Elementary Electricity and Magnetism. 

Zerbe, The Automobile; Cupples, Leon & Co., N. Y. 

Holland, Historic Inventions; George W. Jacobs, Phil. 

Williams, How it Works; Thos. Nelson, N. Y. 

Williams, How it is Made; Thos. Nelson, N. Y. 

Williams, How it is Done; Thos. Nelson, N. Y. 

Cressy, All About Engines; Funk & Wagnalls. 

Harper, Electricity Book for Boys; Harper Bros. 

Mayer, Sound; Appleton, N. Y. 

Stokes. The Wonder Book of Light; Stokes, N. Y. 

Kennelly, Wireless Telegraphy and Telephony; Moffatt, Yard Co. 

Pullen, Mechanics; Longmans. 

Randall, Heat; Wiley, N. Y. 

Anderson, Electricity for the Farm; MacMillan Co. 

Simmends, All About Air Craft; Funk & Wagnalls. 

Rotsh, Conquests of the Air; Moffatt. 

Knox, All About Engineering; Funk & Wagnalls. 

Snyder & Palmer, One Thousand Problems in Physics; Ginn & Co. 

lies, Inventors at Work; Doubleday Page Co. 

Croft, Practical Electricity; McGraw. 

Darrow, Boys' Own Book of Great Inventions; MacMillan Co. 

Williams, Wonders of Science in Modern Life; Funk & Wagnalls. 

How to Make Good Pictures, Eastman Kodak Co., Rochester, N. Y. 

Forbes. Course of Lectures on Electricity. 
Visual Instruction 

Wonders of Mag^tism, Atlas Educational Film Co. 

Modern Engineering Feats, Atlas Educational Film Co. 

Manufacture of Big Guns, Atlas Educational Film Co. 

Electrical Railroading, Atlas Educational Film Co. 

Copper Mining, Atlas Educational Film Co. 

Electrical and Mechanical Exp, Bollman, 44th St., N. Y. City. 

Pathe Review No. 80, Radio Waves; Pathe. 

How Steel is Cut, Beseler. 

Lessons in Physics. No 4. (Expts. Liquid Air); Beseler. 

Experiments in Liquid Air, Beseler. 

Lessons in Physics. Part 6 (The Magnet) Beseler. 

Simple Experiments in Electricity, Beseler. 

Electrolysis of Metals, Educational Films Corp. 

Additional film titles may be found in "Vocational & Industrial 
Education" a list published by the Extension Division of the Wiscon- 
sin University. See "General Science" division for address film 
companies, and list of free films. 

Magazines 
FOR PUPILS: 

Radio News Aviation and Aircraft 

Wireless Age Electrical World 

Electrical News Practical Electrics 

(See General Science List.) 



90 HIGH SCHOOL MANUAL 

FOR TEACHERS: 

Electric Journal 

Journal of American Institute of Electrical Engineers 

Telegraph and Telephone Age 

Journal of Electricity 

General Electric Review 

Heating and Ventilating 

(See General Science List) 

Tests and Measurements 

Chapman, Measurements of Physics Information, 27: 748 School 
Review. 

Jones, F. T., Uniform Science Tests in Physics, School Review, 
May 1918.' 

Starch, Physic Tests; Kansas State Normal School, Emporia, Kan. 

Camp, H. L.. Scales for Measuring Results of Physics Teaching; 
University of Iowa, University of Iowa Studies, October 1st, 1921. 

Bibliography 

Hendricks, B. B., Projects in H. S. Physics; Sch. Sci. & Math. 
February, 1921. 

Tippio, W. A., Projects in Girl's Physics; Sch. Sci. & Math. 
May, 1921. 

Franklin, W. S.. What is the Matter with Physics Teaching?; Eng. 
Ed. November, 1921. 

Symposium on Purpose and Organization of Physics Teaching in 
Secondary Schools. (Pamphlet) School Science and Mathematics. 
(10 cents). 

Johnson, Modern High School Education: (Chap, on Science.) 
Parker, Teaching in High School; (Chap, on Science.) 
Judd, Psychology of H. S. Subjects; (Chap, on Science.) 
Colvin, Introduction to H. S. Teaching; (Chap, on Science.) 

Illustrative Material 
Unless indicated the following material may be had free of 
charge. 
CHARTS: 

Water wheels. 

Pelton Water Wheel Co., San Fransico, Calif. 
Jas. Leffel & Co., Springfield, Ohio. 
Taper Shank Drill. 

Cleveland Twist Drill Co., Cleveland, Ohio. 
Longitudinal Section of Cars. 

Overland Inc., Toledo, Ohio. 
Nash Motor Car Co. 
Separators. 

De Laval Separator Co.. 165 Broadway, N. Y. City. 
Saws and Files, Henry Disston Co., Philadelphia. 
Send for lists from the following companies: 

A. W. Mumford, 536 S. Clark St., Chicago, 111. 
Cambridge Botanical Supply Co., Waverly, Mass. 
Educational Exhibition Co., Providence, R. I. 
F. M. Baker Apparatus Co., Syracuse, N. Y. 
Kay-Scheer, 410 W. 27th St., N. Y. City. 
BULLETINS: 

Cooling Troubles. 

Franklin Motor Car Co.. Syracuse, N. Y. 
Steel. 

Illinois Steel Co., South Chicago, 111. 
Lecture Service. 

General Electric Co., Schenectady, N. Y. 



FOR SOUTH DAKOTA 91 

Tractor Field Book. 

Farm Implement News, Masonic Temple, Chicago, 111. 
Various Types of Machinery. 

International Harvester Co., Chicago, 111. 
American Farmer Supply Co., Chicago, 111. 
The Avery Company, Peoria, 111. 
Deere Company, Moline, 111. 

Emerson Brantingham Implement Co., Rockford, 111. 
An extensive list of miscellaneous material may be secured from 
the University of California, Berkeley, Calif. Ask for their lists of 
illustrative material, for vocational agriculture. 
Minimum Physical Apparatus 
(Based on a class of six to eight students. 
3 Meter Rods with brass tips. 

2 Spring balances, 8 oz., English and Metric units. 
2 Spring balances, 24 oz., English and Metric units. 
1 Inclined Plane with pulley (smooth board, 120x12 cen.) 
1 Iron carriage (roller skate) 

1 Small pail, (baking powder can with cord handle.) 

2 Single pulleys, also triple pulleys. 
2 Pounds lead shot. 

1 Demonstration balance for lever. 
1 Barometer tube, 80mm. 
1 Pound Mercury. 

1 2 qt. battery jar. 

2 Electric light bulbs (burnt-out) 

3 Iron and also lead balls, drilled 3/4 in. 
1 Calorimeter. 

1 Linear expansion apparatus. 

1 Pound aluminum shot. 

1 Box small iron brads. 

2 Thermometers, Centigrade 10-110 degrees. 

3 Dry cells. 

1 Voltaic cell, with porous cup and extra elements. 

1 Electric bell. 

3 Push buttons. 

1 Telegraph sounder. 

1 Telegraph Set. 

1 Pocket voltmeter — 10 volts. (Everready) 

1 Pocket ammeter — 35 amps. (Everready) 

1 Galvanometer frame. 3 windings. 

3 Electric lamps — Mazda miniature — 3 volt; also pendant sockets 

for same. 
1 St. Louis motor, with field magnets. 
1 Spool copper wire, insulated No. 24 — also No. 32. 
1 Small spool brass wire No. 24 — also No. 27. 
1 Magnet board — can be made. 

1 Pkg. iron filings. 

2 U. Magnets. 

2 Bar magnets. 

1 Magnetic compass, 5 mm. diam. 
12 Pith balls. 
1 Foot hard rubber. 
1 Piece silk. 

1 Soft iron bar— six inch spike. 
1 Doz. knitting needles. 

1 Set tuning forks — unmounted C. E. G. A. 
1 Glass prism. 
1 Brass protractor. 



92 HIGH SCHOOL MANUAL 

1 Micrometer, caliper, metric, friction head. 

1 Vernier, caliper, English and Metric. 

1 Gelatine color film. 8x10 in., red, green and blue. 

1 Doz. candles. 

1 Set lenses — demonstration set. 

1 Optical disc. 

2 Linen testers. 

1 Reading glass lens 2 in. diam. 
4 Pounds glass tubing, assorted. 

2 T. Tubes 2 in. arms. 

2 Y. Tubes 2 in. arms. 

6 Feet rubber tubing 3/4 in. inner diam. 

3 Feet rubber tubing 3/16 in. inner diam. 

6 Rubber stoppers to fit flasks — also 2 hole and 1 hole stoppers, 
(the following can also be used in Chemical laboratory.) 

1 Laboratory balance. 

1 Set Universal weights, 10 gm. to 1000 gms. 

1 Bunsen burner or 2 alcohol lamps. 

1 Set weights lmg. — 50 gm. (covered) 

1 Blow pipe. 

1 Ring stand, with 2 rings 2 in diam., 1 ring 5 in. diam. 

2 Right angle clamps. 
2 Pinchcock clamps. 

Wire gauze and evaporating dishes — two 12 oz. bottles. 
1 Funnel 2 1-2 inches diam. 

1 Pound ether, denatured alcohol, copper sulphate, ammonium 
chloride. 

PHYSIOGRAPHY 

I. PLANETARY, OR SOLAR SYSTEM. 

The Earth as a Planet. 

1 . Relation to solar system. 

2. Form: oblate spheriod. 

a. Proof: visible constellations change with latitude; curved 
shadow on moon; horizon increases in proportion to 
observers' attitude; top of vessel seen farthest; variation 
of time with longitude; weight of a body increases with 
latitude. 

b . Cause and consequences. 

3 . Size. 

Measurements and relation of gravity. 

4 . Motions. 

a. Rotation; evidence, day and night direction, longitude 
and time, latitude, navigation and surveying, effects on 
life. 

b. Revolution: indication, effects, inclination of axis, sea- 
sons, length of day and night, apparent motion of sun, 
influence. 

5. Time: solar, civil, and conventional day. Standard time in 
U. S. and Canada. Relation of longitude and time. 

6. Magnetism: mariners' compass, magnetic poles, declination, 
dipping needle, properties of magnets, earth as a magnet. 

7. Maps and map projection. 

Advantages and disadvantages of maps as compared with 
charts and models; necessity of projection; scales; represen- 
tation of relief. 

II. THE ATMOSPHERE. 

1. Function: diffuses light; conducts sound; enables airplanes 
to fly; reduces weight of bodies immersed in it; retains heat; 



FOR SOUTH DAKOTA 9 3 

produces waves, moves ships, drives windmills; transports 
moisture and light objects; destroys property and life. 

2. Composition: properties and function of each constituent. 

3. Pressure and Density: relation of pressure to density and 
temperature; evidence of pressure, and distinction between 
pressure and weight; measurement of mercurial and aneroid 
barometers; relation of pressure to altitude; Isobaric charts. 

4. Temperature: temperature and heat distinguished; source 
of heat; liquid and metallic thermometers and their use; 
different capacities of land, water, and air for absorbing, 
reflecting and transmitting the heat of insolation; ways air 
is cooled and warmed; conditions affecting temperature; 
Isothermal charts. 

5. Circulation: winds and their causes; instruments and 
methods of observation; classification of winds and their ef- 
fects. 

6. Moisture: evaporation; measurement of humidity; dew point 
and its relation to temperature; fog and clouds; rain and 
snow; dew and frost; hail and sleet; measurement of 
rainfall; rainfall charts; forms of rain; relation to life. 

7. Weather and Climate: relation of weather to climate; 
elements determining weather; climate; controlling factors; 
weather maps and forecasting; work of U. S. Weather 
Bureau; climatic belts and regions; relation to life and to 
human industry. 

III. THE HYDROSPHERE. 

1 . Area, distribution, characteristics, and functions of the 
ocean. 

2 . Life in the ocean. 

3 . Movements of ocean waters. 

a. Waves: causes; parts; form; rollers; breakers; surf and 
their effects (modified by use of oil); causes; tides and 
their effects; earthquake waves. 

b. Currents: exciting and modifying causes; Atlantic cur- 
rents; affects on land; use; affect navigation. 

4. Life relations: barrier and highway; trade routes; economic 
products. 

IV. THE LITHOSPHERE. 
1 . Forms of relief. 

a. Plains: Costal plain — narrow, broad and embayed; Al- 
luvial plain — formation and importance in history; 
Lacustrine plains; Glacial plains and Peneplains. 

b. Plateaus: Dissected (canyons); Old (mesas, buttes) ; 
Broken (faults, fault line, fault plain); economic import- 
ance of plateaus. 

c. Mountains: causes; classification; life history; moun- 
tains as barriers; climate; economic value (resorts, 
timber reserves, mineral and rock wealth). 

2 . Costal Formation. 

a. Harbors: classification; advantages and disadvantages of 
each; economic importance. 

b. Regular shore line: causes. 

c. Irregular shore line: causes. 

d. Modified shore lines due to plant (trees, marsh and 
eelgrass) and animal (especially corals) life. 

e. Lake shore lines. 

3. Rock: classification by origin and structure; a study of 
common rocks to secure ready identification. 

4. Common minerals: quartz, feldspar, hornblende, mica, 



94 HIGH SCHOOL MANUAL 

amethyst, opal, garnet, calcite, salt, sulphur, gypsum, graphite 

5. Soil: formation; residual; transported; varieties; adapta- 
tions; fertility — depending on constituents and physicial 
conditions. 

6. Erosion: causes and result. 
7 . Water other than ocean. 

a. Source: precipitation, rainfall. 

b. Disposal. 

1. Evaporation: controlling factors; amount; effect on 
temperature. 

2. Ground Water from seepage: destructive action — 
solvent action increased by carbon dioxide in solu- 
tion, effects on salt and limestone, caverns and cave 
life, sink and shallow holes; constructive action — 

deposits as veins, stalactites, stalagmites; reappear- 
ance, springs, wells, artesian wells, mineral springs, 
hot springs geysers; dry farming. 

3. Run-off (small streams, rivers); work of rain and 
running water; valley development and surface topo- 
graphy; lakes — relation to rivers; life in rivers and 
lakes. 

c. Glaciers: kinds; present and former ice sheets; forma- 
tion; movement; moraines; work; disposal. 

8. Volcanoes: distribution; causes: types; influence on topo- 
graphy and life. 

9 . Geographical Regions. 

Study South Dakota as a state region, with reference to 
structure, origin, development, and influence on the history 
and economic interests of the people. 

10. Natural resources and food supply. 
THE COURSE IN PHYSIOGRAPHY should include 

1 . At every step the practical relation of man to the topic under 
consideration. 

2 . A developed cause for every physiographic fact. 
3 . A greater emphasis on the lithospheric division. 
4 . Ample equipment. 

5 . Forty recorded experimental exercises to illustrate text study. 

6 . Three field excursions during the fall, and three during the 

spring. 

The points to be studied, during field excursions will depend 
on the locality. The following topics should not be overlooked — 
clouds and their movements; weathering; erosion; transportation; 
deposition; river currents; waves; rocks; minerals evidence of up- 
heaval and subsidence; land forms; location of highways; soils; falls; 
rapids; water power; distribution of plant and animal life. 
Experimental Exercises 

The following exercises are merely suggestive. Other exercises 
may be substituted, and added if desired. 

1 . Construct diagrams showing the position of the earth, sun 
and moon at the several phases of the moon, explaining these phases, 
and giving reasons why eclipses do not occur every month. 

2. Construct diagrams showing partial and total lunar eclipses; 
partial, total and annular solar eclipses. 

3 . Find the place of sunrise and of sunset at any latitude at 
any time of the year. 

4 . Measure the angle of altitude of trees, towers and sun. 
Construct these. 

5 . Determine relative heat received from sun at different alti- 
tudes. 



FOR SOUTH DAKOTA 95 

6. Construct and interpret sunrise and sunset curves. 

7. Determine the observer's latitude from sun's altitude; and 
elevation of North Pole. 

8 . Interpret a contour map as to drainage, distances, slopes and 
relative heights. • 

9 . Make vertical sections from coutour maps. 

10. Make a contour map from given date. 

11. Determine altitudes by use of barometer. 

12. Determine the dew point, and calculate from date the re- 
lative and the absolute humidity. 

13. Account for position and migration of heat equator and cold 
pole. 

14. Study isoberic charts of the world for January and July. 
Account for terrestrial winds in these months. 

15. Interpret records of thermographs, barographs, and wind 
direction and study their mutual relations. 

16. Keep for one month a daily record of pressure, temperature, 
wind direction, state of sky, humidity, location of approaching low and 
precipitation; plot pressure and temperature curves; and study mutual 
relations of conditions recorded. 

17. Study the general wind direction about center of low and 
high areas from weather maps. 

18. Make an isobar map of the U. S. from furnished data. 

19. Make an isotherm map of the U. S. from furnished data. 

20 . Study the distribution of cloudiness and rainfall about 
several storm centers. 

21. Forecast weather conditions from furnished data. 

22. Plot curve representing daily rainfall for one year at a 
given station from given data. 

23. Test sea water for density, taste, and amount of gas and of 
solid matter in solution. 

24. Study magnetism, and prepare blueprints of various magne- 
tic fields. 

25. Study trade routes across the Atlantic and Pacific oceans 
from pilot charts. 

26. Make an orderly arrangement of five minerals to show a scale 
of hardness. 

27. Study quartz, feldspar, mica, and calcite as types of rock- 
forming minerals. 

28. Study two ores of each: iron, copper, lead, zinc. 

29. Study samples of soil. 

30. Study salt, sulphur, gypsum, and graphite as types of non- 
metallic minerals of direct economic value. 

31. Study eight or ten common rocks. 

32. Study regular shore lines, Atlantic City topographic sheet. 

33. Study irregular shore lines, Boothbay Me. topographic sheet. 

34. Study glacial topography, Whitewater topographic sheet. 

35. Make a collection of glaciated and of water washed pebbles. 

36. Study distributions of coniferous, deciduous and tropical 
forests, and the relation of such distribution to climate. 

37. Study distribution of areas producing the most important 
grains and the relation of such distribution to climate. 

38. Study distribution of areas producing the most important 
fiber plants and the relation of such distribution to climate. 

39. Study distribution of areas producing the most important 
fruits and the relation of such distribution to climate. 

40. Study the distribution of human population as to density and 
the relation it bears to soil, climate, water power, harbors, and 
water routes. 



96 HIGH SCHOOL MANUAL 

Text Books in Physiography 

Salisbury, "Elementary Physiography", Henry Holt & Co. 
Dryer, "High School Geography"; American Book Co. 
Tarr, "New Physical Geography," MacMillan Co. 
Davis, Bryant, Clendenin, Morrey, "Physiography for High 
Schools"; Heath. 

Fairbanks, "Practical Physiography"; Allyn & Bacon. 

Supplementary Books 

Dana, "The Geological Story." 

Herrick, "The Earth in Past Ages." 

Brigham, "Text Books of Geology." 

Crosby, "Common Minerals and Rocks." 

Davis, "Elementary Meteorology." 

Greeley, "American Weather." 

Powell. "Physiographic Regions in U. S." 

Russell, "Rivers of North America." 

Sutherland, "Teaching Geography." 

Todd, "New Astronomy." 

Willard, "Story of the Prairies." 

Brigham, "Geographical Influence in American History." 

Wright, "The Ice Age in North America." 

Bulletins of the South Dakota Geological Survey, Perisho (Nos. 
4 and 5.) 

Bulletins of the Geology Department of South Dakota School 
of Mines, O'Hara (Nos. 4, 8 and 9.) 

Many valuable auxilaries may be secured free through the U. S. 
Dept. of the Interior, including relief, contour and weather maps and 
charts. 

Visual Instruction 

The Society for Visual Education, 327 S. LaSalle St. Chicago, 
111. lists the following films in physical and regional geography: 
The Earth and Worlds Beyond. 
Formation of Glaciers. 
The Work of Rivers. 
Study of Low Shore Features. 
Formation of Caves in Limestone. 
Formation of Volcanoes. 
Formation of Geysers. 
Formation of Coral Growths. 
New England — Parts I and II. 
Middle Atlantic States — Coastal Plain. 
Middle Atlantic States — Appalachian Highlands. 
Southern States — Part I and II. 
Central Plains — Parts I and II. 
Great Plains. Study of Bold Shore Feature. 
Western Plateaus. 

Rocky Mountains. Pac. Mts. and Lowlands. 
The National Non-Theatrical Motion Picture, Inc., 230 W. 38th 

St., New York, N. Y., have produced the following subjects: 

The Mystery of Space No. 1. 

The Mystery of Space No. 2. 

Worlds in the Making. 

Earth and Moon No. 1. 

Earth and Moon No. 2. 

God Divided the Night From the Day. 



FOR SOUTH DAKOTA 97 

A few addititonal subjects, and their distributors are listed below: 
The War of the Elements (Tornadoes, Hurricanes, Earthquakes, 

Floods) Atlas Educ. Co. 
Flaming Ice, Robertson — Cole. 
Old Faithful (geyser) Prizma. 

Study of a Mountain Glacier, Society for Visual Education. 
The Why of a Volcano. Educ. Film Co. 
A Study in Sand. Educational Film Corp. 
The Yosemite Valley. Fitzpatrick and McElroy. 
Evolution, Educational Film Corp. 
Geology Part I and II. Beseler. 

In the Hanging Glacier Country, Educational Film Corp. 
Tides and the Moon, Goldwyn Exchange. 
Pathe Review No. 25, (Nature's Wonderland), Universal. 
The Four Seasons, Famous-Lasky Players. 
Marvels of the Universe, Goldwyn. 
Alaskan Revelations, Prizma. 
God's Handiwork, Goldwyn. 

Along the Columbia River, The Lea-Bel Company. 
Commercial Geography, Universal. 

Grand Canyon of the Colorado River, Fitzpatrick and McElroy. 
Grand Canyon, The Lea-Bel Company. 
Niagara, Prizma, or Select. 
Niagara Falls, Beseler. 

Petrified Forests of Arizona, University of Wisconsin. 
Waterfalls of Idaho, Beseler. 
Wonderful Niagara, Educational Films Corp. 
Combatting the Elements, Henry Bollman. 
See "General Science" division address of film companies. 

Apparatus 

Much of the apparatus and material used in other science work. 

Mineral collections of not less than 30 minerals and 30 rocks. 

Six pairs of shears (8 in.) 

Brush (3 in.) for map mounting. 

Outline map of the world (unmounted). 

Outline map of the United States. 

Outline map of South Dakota. 

Profile paper (20 in. wide.) 

Globe, plain mount (12 inch.) 

Globe mounted in a meridian. 

Twelve globes mounted on wire stand (6 in.) 

Set of physical wall maps (Johnston's best imported, good). 

Sun board, with book of directions. 

Planetarium, wilh book of directions. 

Maximum and minimum thermometer. 

Aneriod barometer. 

Sight compass in watch case. 

Rain guage. 

Specific gravity balance. 

Weight in blocks lOOg to leg. 

Hammer with wedge-shaped ends. 

Tripod lens. 

Tables upon which to work. 

Soil thermometer, Hygrometer, and wind vane. 



98 HIGH SCHOOL MANUAL 



NORMAL TRAIXIX( i 



While a high school cannot justly or to advantage undertake the 
peculiar work of a Normal School, present conditions make it neces- 
sary for our high schools to assist, whenever local conditions and 
equipment permit, in furnishing a certain professional training for 
those graduates who will take up the work of teaching without regu- 
lar normal school training. It should never be understood as equiva- 
lent to, or as taking the place of, a regular course in Normal Schools. 
On the other hand, whenever it is given it should be undertaken in a 
serious way and be made anything but a "snap course." Only third 
and fourth year pupils shall be admitted to this work; consequently, 
it is not to be offered in schools that do not have an accredited four 
year course and an adequate teaching force and equipment. A pro- 
fessional library of at least fifty carefully selected pedagogical books 
should be in every school that attempts this work. The South Dakota 
school paper should be on the library table, together with at least 
one teacher's magazine of national scope; pupils should be required 
to read these carefully and be prepared to report on various articles 
contained therein. If this course fails to instill a professional attitude 
in the pupil taking it, it fails to accomplish its chief purpose. 

Requirements for an Approved Normal Training; Course 
1. The high school must be recognized by the Superintendent 
of Public Instruction as a FOUR YEAR ACCREDITED HIGH SCHOOL. 

2 . The clerk or the secretary of the Board of Education must 
notify the Superintendent of Public Instruction that the state aid is 
desired. 

3 . The Board of Education shall provide a department in the 
high school to be designated as a Normal Training Department to be 
in charge of a properly qualified instructor. 

4. A course of study shall be provided in which instruction 
shall be given in pedagogy, including methods, principles of educa- 
tion, school management and practice teaching. Such course of study 
shall be similar in content to the requirements given elsewhere in this 
Manual. 

5 . Each school shall furnish proper equipment for carrying on 
the normal training work, including a professional library of not less 
than fifty books. Such library shall be increased by the addition of 
not less than five professional books each year. 

6. Each pupil enrolling in the Normal Training Department 
shall fill out and sign an enrollment card furnished by the Depart- 
ment of Pubic Instruction. Such enrollment cards shall be collected 
and sent to the Superintendent of Public Instruction not later than 
the end of the second week of school. 

7 . The Superintendent or Principal of the school shall make 
a final report to the Superintendent of Public Instruction at the end 
of the school term, giving such information as shall be requested. The 
Superintendent or Principal of the school also shall make such other 
reports as may be requested by the Superintendent of Public Instruc- 
tion. 

AMOUNT OP STATE AID ALLOTTED TO EACH HIGH SCHOOL 

Each high school in this state establishing an approved normal 
training department may receive aid from the state as follows: 



FOR SOUTH DAKOTA 99 

1. A school enrolling not less than five (5) or more than ten 
(10) students in the normal training classes — $500.00 per annum. 

2. A school enrolling more than ten (10) and less than twenty 
(20) students in the normal training classes — $700.00 per annum. 

3. A school enrolling twenty (20) or more students in the nor- 
mal training classes — $1,000.00 per annum. 

PROVIDED, that no high school shall receive more than $1,000.00 
state aid for normal training in a year, and not more than one high 
school in any county shall receive state aid until an opportunity has 
been offered to one school in each county of the state to comply with 
the requirements. No state aid can be paid to any high school for 
normal training in any county where there is already established 
a state educational institution maintaining a normal department 
approved by the Superintendent of Public Instruction. 

Course of Study 

The course of study in approved normal training department in 
high schools shall meet the following requirements: 

1. Rural School Management and Rural Sociology 36 weeks 1 unit 

2. Reviews and Special Methods 36 weeks 1 unit 

3. Principles and General Methods of Teaching 18 weeks y 2 unit 

4. State Course of Study and Practice Teaching 18 weeks Vk unit 

5. Elective 36 weeks 1 unit 

Note: Numbers 3 and 4 to be offered in the fourth year only. 

Qualifications of Normal Training Teachers 
The teachers in approved normal training departments in high 
schools shall meet the following requirements: 

1 . The minimum scholastic attainment of such teachers shall 
be equivalent to graduation from a recognized colloge or university 
requiring the completion of a four year course of study of 120 semes- 
ter hours in advance of a standard four year high school course. 

2. The minimum professional training of such teachers shall 
be eighteen semester hours in education. 

3 . The teachers in approved normal training departments shall 
present satisfactory evidence of at least sixty-four (64) weeks teach- 
ing experience in the grades below the high school, at least one-half 
of which shall have been in rural schools. 

Entrance Requirements of Pupils in Normal Training Department 
Before any pupil shall be eligible to be enrolled in an approved 
normal training department in high school, he shall be able to meet 
the following entrance requirements: 

1 . Must have satisfactorily completed at least eight units for 
juniors and eleven units for seniors, of accredited high school work. 
(By unit is meant standard high school unit of credit as defined in 
the State High School Manual.) 

2. The juniors must be at least in the 16th year of their age 
and seniors in the 17th year of their age. Juniors should earn only 
one credit of this course, viz., Rural School Management and Rural 
Sociology, or Reviews and Special Methods. 

Certification 

Completion of the normal training course leads to a second grade 
teacher's certificate. A certified copy of the high school grades in- 
cluding the grades in the normal training subjects together with a 
Teacher's Oath signed by the applicant and properly certified, should 
be sent to the Superintendent of Public Instruction. If these grades 
are found satisfactory and include the constants required in the State 
Course of Study, and evidence is furnished that the applicant is at 



100 HIGH SCHOOL MANUAL 

least eighteen years of age and of good moral character, a second 
grade certificate will be sent to the county superintendent of the 
county in which the high school is located, and the applicant may 
obtain it by paying the county superintendent the statutory fee of 
one dollar. 

Principles and General Methods of Teaching 

This course should cover, in a more or less, elementary way, the 
principles and general methods of teaching. A good standard text- 
book, not too difficult, should be in the hands of the pupils while 
pursuing this course. Colgrove's "The Teacher and the School", 
Betts "Class-Room Methods and Management," and "How to Teach", 
by Strayer & Norsworthy, are recomended as suitable texts for the 
use in thi~ course. 

Rural Sociology and Rural School Management 
(One unit.) 

(a) This course is designed to acquaint the pupil with rural 
conditions and problems. One-half of the year should be given to the 
course in rural sociology. Some such texts as "Country Life and 
Country School," Carney, or "Rural School," Kennedy, should be used. 
If the pupils do not come from rural homes and are not acquainted 
with rural condititons, this work is to acquaint them with the 
manner of living in rural communities in whch they are to teach. 
While reference books concerning this subject will be of value, the 
course should be made very concrete by excursions to the country or 
personal descriptions of rural homes in the country from which will 
come the pupils of the rural schools that these normal trainees are 
preparing to instruct. Concrete illustrations of the rural school 
buildings, the boarding house problems and all other matters affect- 
ing the rural teacher's life, should be brought out in this course. 

(b) In the course in Rural School Management, the work should 
be planned so as to acquaint the pupil with the management of rural 
schools in South Dakota. While a textbook like Wilkinson's "Rural 
School Management," or Seeley's "The Country School," should be 
followed as a textbook additional work which would so acquaint the 
pupils should be given. Special attention should be given to forms 
of reports, school records, the daily program, the classification of 
pupils according to the state course of study, elements and responsi- 
bilities that make up the regular teacher's contract, the care of 
school houses with reference to the pupils' health, and other matters 
that are pertinent to rural school teaching in this state. 

Reviews and Special Methods of Teaching Common Branches. 

( One unit. ) 
This course is designed primarily to provide special methods of 
teaching Reading, Arithmetic, Geography, Language and Grammar, 
and United States History. An opportunity should be given the 
pupils to review those subjects and at the same time special methods 
of teaching each of these subjects should be given. Charter's "Teach- 
ing the Common Branches" and many other texts giving methods of 
teaching particular subjects would be of value in this course. The 
State Course of Study should be in the hands of the pupils constantly. 

State Course of Study and Practice Teaching. 

(One-half unit.) 
The course in observation and practice teaching should be given 
during the last half of the second semester of the senior year. The 
first week of the work should be entirely of observation on the part 
of the pupils. During the week of observation, the pupils should visit 
regular grade classes and observe the way the classes are conducted 



FOR SOUTH DAKOTA 101 

by the regular teachers in charge. Reports upon what they have 
observed then should be made to the regular normal training instruc- 
tor, and discussions had as to the points brought out in the recitations 
observed. Recitations in different subjects under different teachers 
should be observed and reported. The common school course of study 
should be the handbook of the pupils throughout this course. They 
should absolutely master it with regard to organization of subject 
matter and methods of presentation. This work then should be fol- 
lowed by actual practice teaching on the part of the pupils. Before at- 
tempting this, the pupils should make outlines of the lessons to be 
presented which should be approved by the normal instructors. Pupils 
then should be given charge of regular classes in the grades under the 
supervision of the teacher in charge of the room. This teacher should 
give her whole attention to observing the pupil who is conducting the 
recitation, and such teacher should take notes in a notebook, and a 
special report be made upon the work of the practice teacher to the 
normal training instructor. 

"Observation lessons need to be definitely planned and the 
students given a clear understanding of what they are to look for, 
the method to be used, the idea of principle involved and the results 
to be desired. Observation of classroom work should follow the 
study of method and observing demonstration teaching. Care should 
be taken to see that the normal trainees go to the classrooms to 
observe in the spirit of the learner rather than that of the critic. 

The teacher whose room is to be visited should also be informed 
of the intention of the class to visit at a given period, the work they 
desire to observe and any special points that the class may desire to 
have made plain. Devote the majority of the lessons to the primary 
grades. The class should observe the same work two or three days in 
succession and after conference with the room and normal training 
teachers, it would be well for the student to teach the subject observed. 

Where possible the student may be assigned to assist the regular 
grade teachers during a part of each day for a period of two or 
three weeks. They should be required to assist in gathering and pre- 
paring illustrative material and in making out daily plans." 

The following outline for observation will be found suggestive, 
but is not intended to be complete. Superintendents and normal 
training teachers will work out additional plans as needed. 

A lesson or a series of lessons may be judged: 

How to Judge a Lesson, 

1 . By its aims and purposes — that is, by WHAT the teacher 
tries to do. This relates chiefly to the subject matter. 

(a) Was the subject matter presented in harmony with the 
general aim of education, that is, was it of actual life value 
to the children? 

(b) Did the subject matter and the instruction given fulfill the 
McMurray standards in the following respects: 

1. Motivation. Was it motivated? Did the children feel 
a purpose in the lesson which APPEALED TO. THEM? 

2 . Organization. Were both the teacher's lesson and the 
children's ideas well organized? 

3 . Judgment. Was there opportunity for the children to 
"judge relative values," or compare ideas and make 
judgments on points during the lesson? 

4 . Initiative. Did the children show any initiative by mak- 
ing original suggestions of worth during the lesson? 
2 . By its method, that is, by HOW the teacher tried to realize 
her purpose. This related to the teacher's skill or technique. 



102 HIGH SCHOOL MANUAL 

(a) Types of teaching — Were the types of lessons used, rightly 
chosen for the purpose and subject matter presented? Were 
they well handled and combined? 

(b) Questions. Were the questions good? 

(c) Assignments. Were the assignments problematic, motivated, 
definite and reasonable? That is, did they appeal to the 
children, make them understand just what they were to do, 
and reveal a purpose in doing the task set? 

(d) Illustrative materials and devices. Were these well chosen, 
ready at hand and effectively used? 

(e) Study. Was every opportunity improved for showing the 
children how to study and inculcating economical habits of 
study? 

(f) Lesson-plan. Was the lesson plan practical and effective? 
Did the teacher follow it approximately and keep to her 
main purposes? Was she skillful in meeting unexpected 
situations? 

3 . By its results, that is by whether the teacher does what she 
intended to do. Did the teacher accomplish the specific purpose or 
aim of the lesson? Were the children interested? Were they in- 
structed? Did they get something? Was what they got worth while? 
Did they think? Did they fix facts or information? Did they show 
growth in correct habits and right attitudes? 

Note: Educational measurements and tests should be used oc- 
casionally in demonstration schools for testing results. 

4 . Presenting criticism. The demonstration teacher, as well 
as the training teacher must use the utmost tact and ( sympathy in 
presenting criticism to students. The best time for doing this and 
talking over lessons is in the evening after school hours. In dis- 
charging this duty the demonstration teacher will find the following 
points suggestive: 

(a) In general, criticism should be presented much as a develop- 
ment or inductive lesson is taught; that is, the student 
should be led to criticise herself and suggest improvements 
THROUGH QUESTIONING. 

(b) Before meeting the student for this purpose, the demonstra- 
tion teacher should go over her notes and organize the 
points of criticism she expects to present, numbering them 
for clearness. 

(c) Pick out and commend the good points in the teaching, first 
explaining why they are good. 

(d) In presenting corrective criticism induce the student to 
criticise herself first in the light of standards established 
by the training course. 

(e) Never make an unfavorable criticism without suggesting a 
better substitute for what she has done. That is, make 
your criticism constructive. 

(f) Illustrate the points of criticism made, by several concrete 
examples. If the student's questioning is poor, for example, 
several of the poor questions used should be cited, and better 
questions given to illustrate the poor quality. 

(g) Summarize the criticisms given each day in the form of de- 
finite statements and have the student keep a numbered, list 
of these in her plan book. Review these occasionally by 
referring to them, and particularly by making a final sum- 
mary of them at the end of each week or at the close of 
the practice period. 

Xote: The above outline on "How to Judge a Lesson" is taken from 
the suggestions to Teacher Training Departments in High Schools of 
Minnesota by courtesy of the State Department of Education of Minnesota. 



FOR SOUTH DAKOTA 103 

PROFESSIONAL BOOKS 
For High School Normal Training Departments 

Play and Recreation for the Open Country — H. S. Curtis. Ginn & Co. 

Chicago. 
How We Think — J. Dewey. D. C. Heath & Co., Chicago. 
Principles of Rural Economics — Thomas Nixon Carver. Ginn & Co., 

Chicago. 
The American Rural School — H. W. Foght. Macmillan Co., Chicago. 
Better Rural Schools — George H. Betts and Otis E. Hall. Bobbs- 

Merrill Co., Indianapolis. 
Human Behavior — Colvin and Wm. Bagley. Macmillan Co., Chicago. 
The Rural School, Its Methods and Management — Culter and Stone 

Silver Burdett & Co.. Chicago. 
The Rural Teacher and His Work — H. W. Foght. Macmillan Co., 

Chicago. 
Teaching Children to Study — Lida B. Earhart. Houghton, Mifflin & 

Co., Chicago. 
Art of Study — B. A. Hinsdale. American Book Co., Chicago. 
Moral Principles in Education — John Dewey. Houghton, Mifflin & 

Co., Chicago. 
Special Method in History — Charles H. Murry. Macmillan Co., 

Chicago. 
Rural Life and Education — E. P. Cubberly. Houghton, Mifflin & Co., 

Chicago. 
The Hygiene of the School Child — L. M. Terman. Houghton Mifflin 

& Co., Chicago. 
School Discipline — W. C. Bagley. Macmillan Co., Chicago. 
Principles of Education — F. E. Bolton. Chas Scribners Sons, N. Y. 
Every Day Problems in Teaching — M. V. O'Shea. Bobbs-Merrill Co., 

Indianapolis, Ind. 
The Recitation — George H. Betts. Houghton, Mifflin & Co., Chicago. 
Teaching the Common Branches — W. W. Charters. Houghton, Mif- 
flin & Co., Chicago. 
Best Methods of Teaching in Country Schools — G. Dallas Lind. Hinds, 

Noble & Eldridge, New York. 
An Outline of Methods in History — E. W. Kemp, Inland Co. 
How to Teach American History — J. W. Wayland. Macmillan Co., 

Chicago. 
Elementary School Standards — F. M. McMurray. World Book Co., 

New York. 
Everyday Pedagogy — L. I. Lincoln. Ginn & Co., Chicago. 
The Method of the Recitation— C. A. and M. F. McMurray. Mac- 
millan Co., Chicago. 
Elements of General Methods — C. A. McMurray. Macmillan Co., 

Chicago. 
How to Teach — Strayer and Norsworthy. Macmillan Co., Chicago. 
Methods of Teaching— W. W. Charters. Row, Peterson & Co., 

Chicago. 
Handbook of Practice for Teachers — C. A. McMurray. Macmillan Co., 

Chicago. 
Special Method in Language — C. A. McMurray. Macmillan Co., 

Chicago. 
The Teaching of English Grammar — F. A. Barbour. Ginn & Co. 

Chicago. 
The Teaching of English — Percival Chubb. Macmillan Co., Chicago. 
Methods and Aids in Geography — C. F. King. Lothrop, Lee & Shep- 
herd Co., Boston, Mass. 
Special Methods in Geography — C. A. McMurray, Macmillan Co., 

Chicago. 



104 HIGH SCHOOL MANUAL 

The Teaching of Civics — Mabel Hill. Houghton, Mifflin & Co., 
Chicago. 

Teaching Elementary School Subjects — L. W. Lapeer. Charles Scrib- 
ners Sons, New York. 

Primary Methods — J. E. Black, School Methods Co., Chicago. 

The Teaching of English — Paul Klapper. D. Appleton Co., Chicago. 

Stories and Poems with Lesson Plans — Anna E. McGovern. Educa- 
tional Publishing Co., Chicago. 

Educative Seat Work — Edward Worst and Edna Keith. Thomas 
Charles Co., Chicago. 

The Teaching of Arithmetic — Alva Walker Stamper. American Book 
Co., Chicago. 

Special Method in Arithmetic — C. A. McMurray. Macmillan Co., 
Chicago. 

The Teaching of Primary Arithmetic — Henry Suzzallo. Houghton 
millan Co., Chicago. 

Agricultural Education for Teachers — Garland Arinor Bricker. Am- 
erican Book Co., Chicago. 

Schools of Tomorrow — John Dewey and Evelyn Dewey. E. P. Dutton 
& Co., New York. 

How to Tell Stories to Children — S. C. Bryant. Houghton, Mif- 
flin & Co., Chicago. 

Stories to Tell to Children — S. C. Bryant. Houghton, Mifflin & Co., 
Chicago. 

Some Great Stories and How to Tell Them — R. T. Wyche, Newson Co., 
Chicago. 

The Child and His Spelling — W. A. Cook and M. V. O'Shea. Bobbs- 
Merrill Co., Indianapolis, Ind. 

The Teaching of Spelling — Henry Suzzallo. Houghton, Mifflin & Co. 
Chicago. 

The Teaching of Handwriting — F. N. Freeman. Houghton, Mifflin 
& Co., Chicago. 

Primary Methods (Penmanship in lower grades) — J. E. Black, School 
Methods Co., Chicago. 

Manual for Teachers — Palmer System. 

Teaching Children to Read — Paul Klapper. D. Appleton Co., Chicago. 

Teaching Children to Read — Paul Klapper. D Appleton Co., Chicago. 

Special Methods in Reading for the Grades — C. A. McMurray. Mac- 
Millan Co., Chicago. 

The Dramatic Method of Teaching — Harriet Finley-Johnson. Ginn 
& Co., Chicago. 

Illustrated Phonics — M. I. Ives. Longsman, Green & Co., N. Y. 

Reading, How to Teach It — S. L. Arnold. Silver Burdett & Co., 
Chicago. 

How to Teach Reading in the Public School — S. H. Clark. Scott 
Foresman & Co., Chicago. 

The Teacher and the School — Colgrove. Scribner, New York. 

The Country School — Seeley. Scribner, New York. 

Principles of Teaching — Thorndike. A. G. Seiler, New York. 

The Theory of Teaching — Salsbury. Row Peterson & Co., Chicago. 

Country Life and the Country School — Row, Peterson & Co., Chicago. 

School Recreations — Mann. American Book Co., Chicago. 

The Teaching of Geography — Southerland. Scott, Foresman Co. 

How to Teach History — Hinsdale. Appleton Co. 

How to Teach Arithmetic — Brown and Coffman. Row, Petesron & Co. 

Rural School Management — Wilkinson. Silver Burdett Co. 

Method of Teaching History — Mace, Ginn & Co., Chicago. 

Method in Teaching Reading — Sherman and Reed. University Pub- 
lishing Co. 



FOR SOUTH DAKOTA 105 

Public School Methods. Methods Co., Chicago. 

Teaching to Read — Hughes. American Book Co., Chicago. 

The Teacher, the School and the Community — McFee. American 

Book Co., Chicago. 
The Classroom Teacher — Strayer and Englehart. American Book Co., 

Chicago. 

Familiarize the pupils with the contents of the state course 
and impress upon them that the state law requires that this course 
of study be followed as an outline in the rural schools. Monthly 
tests and all required reports should be carefully studied. Impress 
upon the pupis that the best friend the rural teacher has is the county 
superintendent who should be consulted freely for advice and guid- 
ance. 



106 HIGH SCHOOL MANUAL 



PHYSICAL EDUCATION 



(One unit.) 
Education is the making of better life — physically, mentally, 
morally and socially. Physical Education is one of the best means, 
directly and indirectly of accomplishing this, and so should occupy 
an important place in the school curriculum. 

The Aims of Physical Education are: 
1 . Health. 

(a) Improvement of posture. 

(b) Improved functioning of vital organs. 

(c) Development of general bodily vigor. 

2 . Social and Moral Development. 

(a) Cultivate the spirit of fairness, truthfulness, ability to 
cooperate, respect for others' rights, self control and 
loyalty. 

3 . Mental Development. 

(a) Develop powers of observation, concentration, independ- 
ent thinking, quick response, correct posture, coordina- 
tion and skill. 

Physical Education should be offered for both boys and girls, 
a minimum of two periods a week for four years, and opportunity 
offered and enthusiasm developed for elective work in interclass 
athletics and outdoor sports — activities the pupils can carry on by 
themselves. 

One-fourth unit should be given for thirty-six weeks, two periods 
a week — the same as for laboratory. 

Classes should, if possible, be divided according to the physical 
fitness and the interests of the pupils — those desiring and able to 
enter interclass games being placed in one division, with less work in 
posture, gymnastics, and folk dancing. 

Physical Education for High School Girls should consist of: 

1. Marching and Simple Tactics, 1, 2. (See appended reference 
list). Marching forward, backward, sidewise. Column right 
by single file, twos, fours. Wheeling in fours. By right 
flank. To rear. 

2 . Gymnastics. 

(a) Formal Gymnastics, 3, 4. (See references). 

(b) Individual Corrective Exercises. (See references). 

(c) Apparatus — wands, stall bars, horizontal ladder. 

(d) Tumbling — walks and rolls. 

(e) Natural Gymnastics for swimming, basket and base ball. 

3 . Dancing. 

(a) Folk — as Pop goes Weasel, Virginia Reel, John Brown, 
Irish Lilt, Seven Jumps, Black Nag. Czardas. 

(b) Aesthetic: 

1 . Rhymthic steps as march, skip, slide, polka, mazur- 
ka. 

2 . Hinman, Chalif , or other simple dances. 

4 . Games and Athletics. 

(a) Group and Circle (some relays) as: Three Deep, 
Stride Ball, Black and White, Last Couple out. 



FOR SOUTH DAKOTA 107 

(b) Team Games. 

1. Lower Organization as; Progressive Dodge Ball, 
Overtake, Bombardment, End Ball, Captain Ball, 
Bowling and Long Ball. 

2. Higher Organizations. Fall Newcomb; Winter Bas- 
ket-ball. Spring base-ball, and Volley Ball. (In 
these, squads should be organized to compete against 
one another, and thus give all an equal chance. 

5. Recreative Activities in the Home and Community. (2^ 
hours should be required each week) as walking, skating, 
skeeing, swimming, bicycling, horseback riding, rowing, 
golf, camping, and gardening. 

6 . Hygiene. 

(a) Examination of each pupil for discovery of defects of 
eyes, nose, throat and heart, which should be referred 
to a physician at once; and for classification of pupils 
for exercises. 

(b) Talks and Discussions on Phases of Hygiene (10 minutes 
of Physical Education period twice a month). Also 
during the regular class period topics of air, bathing, 
clothing, sleep and diet may be taken up informally 
and incidentally. (Note: Numbers refer to books in 
the list of references at close of this article.) 

The boys' course should include a greater amount and more 
complex forms of marching and military tactics, more apparatus work 
of all kinds with their formal gymnastics requiring greater skill in the 
control of the body; more track and field work, and tumbling. Their 
dancing should be athletic in character and not so prominent as for 
girls. Their games should be fewer in number and of the higher 
organized type: Fall, soccer and some football; Winter, basket ball; 
Spring, baseball and track and field athletics. 

A suggested arrangement and time allotment for the types of 
physical education, for two forty-five minute lessons a week follows: 
(10 minutes allowed for dressing). 

Girls 

A. 1/3 of Period. 

Marching, simple tactics of formal gymnastics. 
1/6 of Period. 

Apparatus, natural gymnastics or tumbling. 
1/2 Period. 

Games. 

B. 1/3 of Period. 

Rhythmic steps or hygiene talk (twice a month.) 
2/3 of Period. 

Folk dances and games. 

Boys 

A. 1/4 of Period. 

Marching tactics. 
3/8 of Period. 

Formal gymnastics or apparatus, or track and field. 
3/8 of Period. 

Games. 

B. 1/6 of Period 

Natural gymnastics. 
1/6 of Period. 

Tumbling. 
2/3 of Period. 

Game. 



108 HIGH SCHOOL MANUAL 

In the short time allowed for Physical Education in the High 
School, we can never hope to secure our aims by classroom work alone. 
We must place the emphasis on games and sports — activities which 
the pupils will be inclined to carry on outside school hours and in 
later life. Games should be held for girls in: Newcomb (Fall) 
Basketball, Girls Rues. (Winter) Baseball, Indoor and Volley Ball, 
(Spring) for boys in Soccer, Some Football, Basket ball, Baseball, 
Indoor and Volley Ball, Track and Field. These should be played 
between organized squads and classes, giving all a chance, rather than 
picking a single representative team. 

The training of "prize winning athletes" is not the business of a 
public school. Big championship meets, which serve as dramatic 
climaxes for the days of training and class competitions may, however, 
well be held occasionally. There are great socializing occasions when 
the school spirit and loyalty run high, and faculty and students as a 
whole are welded together into one great family. If we are to re- 
gard athletics as a means of promoting physical development, health, 
standards of square dealing, then the many, rather than the few, must 
be reached. 

These natural plays and games have greater possibilities of af- 
fecting the entire life of the individual than do the other forms of 
Physical Education; but in all forms the social, moral, mental, and 
physical values must be definitely aimed for and emphasized else 
the most undesirable qualities are more than likely to develop. A 
player will naturally respond to a situation in the instinctive emotion- 
al way which is usually condtradictory to our modern standards of 
social conduct. Through training such as is here outlined, satisfactory 
substitution or sublimation of this natural response results. 

.Pupils must be taught to play hard, to the limit of their ability, 
whether winning or losing, but always fairly and honestly; to treat 
their opponents as friends and guests; to accept defeat with a smiling 
face but with a determination to work harder the next time. They 
must be made to feel they are the representatives of their group or 
school and for it they should gladly lose rather than resort to any 
unfair or questionable tactics to win. 

List of References 

1. Schoolroom Marches and Tactics, 25$ — Spalding. 

2. Infantry drill regulations, 7 5<? — W. S. A. 

3. Skarstrom Gymnastic Teaching, $3.50 — A. P. E. A., Spring- 
field, Mass. 

4. Mich. Syllabus of Physical Education, 50^ — Dept. R. Mats, 
Lansing, Mich. 

5. Health by Stunts — Pearl & Brown, $1.40 — Macmillan. 

6. Athletic Badge Tests. 20 Playground & Reer Ass'n., N. Y. 

7. Athletic Training, Murphy, $1.75, A. P. E. A., Springfield, 
Mass. 

8. Games for Home School — Bancroft, $2.40. MacMillan. 

9. Spaulding Rules of Basketball, 10c; Newcomb, 10c; Indoor 
Baseball, Volleyball, 10c; Soccer, 25c. 

10. a. Burchena American Country Dances $1.50, Schirmer, N.Y. 

b. Burchena Dances of People, $2.00, Schirmer, N. Y. 

c. Himnan III Ring Games, $1.60, V. Clogs. Barns. 

d. Eng. Country Dances, H. W. Gray, New York. 

11. a. Fisher and Fiske — How to Live — Henry Holt & Co. 

b. Elements of Hygiene and Sanitation — Hough and Sedg- 
wick, Ginn & Co. 

c. New Jersey Syllabus of Physical Education. 

d . Bancroft Posture of School Children — Macmillan. 

12. Physical Education Review. 



FOR SOUTH DAKOTA 109 



SOCIAL SCIENCES 



HISTORY 

"In its amplest meaning, history includes every trace and vestige 
of everything that man has done or thought since first he appeared 
on earth. It may aspire to follow the fate of nations or it may depict 
the habits and emotions of the most obscure individuals. Its sources 
of information extend from the rude flint hatchets of Chelles to 
this morning's newspaper. It is the vague and comprehensive science 
of past human affairs." — James Harvey Robinson. 

The great object of history is to learn how man became what he 
is from what he was. History is really a record of man's struggle 
for freedom and some teachers have made this a general theme carry- 
ing on the work by the Problem and Project method, such as man's 
struggle for freedom along the line of physical freedom which involves 
all inventions tending to give freedom of the body such as railroads, 
automobiles, aeroplanes, telephones and the telegraph: civic freedom 
which involves all development for freedom in the line of govern- 
ments, and religious freedom which involves everything that has 
tended to permit man to worship God according to the dictates of his 
own conscience. 

General Suggestions 

Emphasize the fact that students of history are studying their 
own inheritance. They are not merely studying past events; that is 
chronology; they are studying institutions, causes and effects of their 
rise and decline, and their contribution to the social inheritance. 

Do not fail to collect all the pictures, maps, and other illustrative 
material that is available. Notebooks should be kept, written in ink. 
Definite projects should be worked out, also problems. 

Dates are important, but do not make the mistake of teaching 
isolated dates. A good plan is that instructor and pupils make a prac- 
tice of never studying an important epoch without fixing its date. 
This practice would furnish a reason for kfeeping dates in mind. 

Do not neglect review; drill is essential, although history courses 
should train in original thinking as well as in reproduction. Just 
because you have one method of teaching which seems to work well, 
do not "run it into the ground" by failing to vary from it. Change 
and variation are absolutely necessary in dealing with young people. 
Do not talk too much; the recitation should not be a lecture by the 
the teacher, but rather a social exercise, where- the teacher leads in 
drawing out the worth while contributions of the class. The text 
should be the basic guide for the search for information, but in no 
case a limiting tyrant or an "ipse dixit." Textual criticism, based 
on reading and verificatiton of reference books is very profitable. 
Some of our history texts, particularly American histories, have been 
much criticized of late and certainly the oponions expressed in these 
texts bear scrutiny, and training in that sort of scrutiny may well begin 
in the upper years of the high school. 

A. Ancient History 

(One unit.) 
I. The Oriental Nations. 

1. Introduction: scope and course of ancient history. 

2. Egypt, 5000 B. C. 



110 HIGH SCHOOL MANUAL 

3. The Tigris-Euphrates Valley, 5000 (?)-538 B. C. 

4. Syria (I) The Phoenicians. 

5. Syria (II) The Hebrews. 

6. Media and Persia. 850 (?)-514 B. C. 

- 7 . Summary and review of the oriental nations. 

8 . The land and the Aegean basin. 

9. The people: migration and expansion. 

II. Ancient Hellas: early development, 2000 (?)-750 B. C. 

10. The Epic or "Homeric" age, 1000-750 B. C. (approximately). 
11 . Greek reconstruction of early history. 

12. The states, and the beginnings of leagues. 

III . State and National Development in Greece to the foreign wars. 

750-500 B. C. 

13. Age of colonial enterprise. 

14. Order of political evolution. 

15. Growth of Sparta; a military aristocracy. 

16. Growth of Athens; progress toward democracy. 

17. Intellectual progress of Hellas, 500 B. C. 

18. Bonds of union. 

IV. Foreign wars of the Greeks; independence, 560-479 B. C. 

19. Lydian and Persian conquests in Asia Minor. 

20. Scythian expedition and Ionic revolt. 

21. The Persian Invasion 492-479 B. C. 

22. "The Punic Invasion," 485-480 B. C. Carthaginians in Sicily. 

V. The Preeminence of Athens, 479-431 B. C. 

23. The Delian League and the Athenian Empire, 477-461 B. C. 

24. The Periclean Age and the Athenian Democracy 461-431 B. C. 

25. Intellectual life; the Athenian genius. 

VI. Wars between the Greek states; a century of strife. 

26. The Athenian attempt at land empire, 461-445 B. C. 

27. The Peloponnesian War, 431-404 B. C. 

28. The new learning. 

29. The hegemony of Sparta, 404-371 B. C. 

30. The attempt hegemony of Thebes, 371-362 B. C. 

31. The Western Greeks, 410-300 B. C. (approximately.) 

32. Literature and Art, 400-350 B. C. 

33. The rise of Macedon, 359-336 B. C. 

VII. The Empire of Alexander; "The Mingling of the East and West" 

336-146 B. C. 

34. The career of Alexander; conquests, character, and achieve- 
ments. 336-146 B. C. 

35. The Hellenistic period; disintegration of Alexander's empire; 
the Hellenistic kingdoms and Hellenistic culture, 323-146 
B. C. 

36. Greece to Roman intervention; attempt at feudal government 
280-200 B. C. 

VIII. Early Rome; and the Roman Republic to its supremacy in 

Italy. 753(?)-264 B. C. 

37. The land and the people. 

38. Early Rome; sources of our knowledge; the legends and their 
value. 

39. Regal Rome; government, religion and society. 

40. The early Republic the establishment of Rome's supremacy in 
Latium; wars with its neighbors. 509 (?)-286 B. C. 

41. The conquest of Italy; wars with the Samnites and Greeks; 
organization, 338-264 B. C. 

IX. Rome becomes supreme in the Mediterranean basin 264-133 B. C. 

42. The struggle with Carthage for Sicily; the First Punic War, 
264-241 B. C. 



FOR SOUTH DAKOTA 111 

43. "The extension of Italy to its natural boundaries"; Wars in 
Africa and Spain. 241-218 B. C. 

44. The struggle between Rome and Carthage for the supremacy 
in the West; the Second and Third Punic Wars. 218-133 B. C. 

45. Rome becomes supreme in the eastern Mediterranean; Con- 
quest of Greece and Asia. 216-131 B. C. 

X. The ancient world under Roman rule during the change from the 

Republic to the Monarchy, 133-31 B. C. 

46. The organization of Rome's foreign conquests; the provincial 
system. 

47. The effects of conquests and the provincial system on society, 
politics and manners. 

48. The revolutionary attempts at reform under the Gracchi, 
133-121 B. C. 

49. "The Rule of the Restoration"; victories of Marius; Social 
War 121-88 B. C. 

50. The struggle between Marius and Sulla; reestablishment of 
senatorial rule. 88-79 B. C. 

51. Pompey and Caesar; affairs in the East and at Rome; Caesar 
in Gaul; Civil War. 79-44 B. C. 

52. The rule of Caesar, 48-44 B. C. 

53. The struggle for the succession. 44-31 B. C. 

54. Roman culture and society in the "Ciceronian age." 

XI. The ancient world under the Roman Empire, 31- B. C.-375 A. D. 

55. The establishment of the empire; constitution; frontiers. 
31 B. C— A. D. 

56. The Julian and Flavian Caesars, 14-96 A. D . 

57. The Roman Empire under the Good Emperors, 96-180 A. D. 

58. The Roman Empire under the Soldier Emperors, 180-284 
A. D. 

59. The Roman Empire under the Absolute Emperors, 284-375 
A. D. 

60. The rise and triumph of Christianity. 

XII. The transition period from ancient to medieval history, 376-800 

A. D. 

61. The invasions, and the fall of the Western Empire, 376-476 
A. D. 

62. The West; continued invasions, and the formation of Ger- 
manic states. 476-774 A. D. 

63. The East; one emperor (Constantinople); a new prophet. 
476-732 A. D. 

64. "The Rise of the Christian Church." 

65. The growth of the Frankish power; a new emperor. 486- 
800 A. D. 

66. Retrospect, from the Euphrates to the Rhine. 

67. The decline of the Carolingian empire and the formation of 
separate monarchies. 

68. The beginnings of feudalism. 

XIII. The invasions by the Northmen. 

69. The Northmen in Italy, France, Russia. 

70. The Northmen in England. 

XIV. The papacy and the beginnings of the new German-Roman Em- 

pire. 

71. Germany to the death of Otto the Great, 973. 

72. The struggle of the right of Investiture to 1122. 

73. Fredrick Barbarossa, 1152-90. 

74. Innocent III and his posititon in Christendom, 1198-1216. 

75. Fredrick II and the Fall of Hohenstaufen. 



112 HIGH SCHOOL MANUAL 

XV. The formation of France. 

76. The rise of the Capetain dynasty to 1180. 

77. France under Philip Augustus and St. Louis, 1180-1270. 

78. Philip the Fair, 1285-1314, and Pope Boniface VIII, 1294- 
1303. 

XVI. Norman England 1066-1154. 

79. The establishment of Norman rule. 

80. The Church and the Crusades. 

81. Life in the feudal period. 

XVII. England under the Plantagenets, 1154-1377. 

82. England and France. 

83. Ireland, Wales and Scotland. 

84. Constitutional development. 

85. The Church. 

86. Commerce and manufactures. 

87. Life in Plantagenet England. 

XVIII. The East and the Crusades. 

88. The East before the Crusades. 

89. The Crusades. 

90. End of the Crusades. 

XIX. The era of the Renaissance, 14th and 15th centuries. 
91 . Germany and the empire. 

92. France in the 14th and 15th centuries; the Hundred Years 
War. 

93. The last of the Plantagenets in England; War of the Roses. 

94. Consolidation of Spain into a powerful monarchy. 

95. Political and social conditions in Italy in the 14th and 15th 
centuries. 

96. The beginning of the Renaissance in Italy; the revival of 
learning. 

97. The fine arts during the Renaissance. 

98. The age of great discoveries and inventions. 

99. Reform movements of the 15th century. 

XX. The Protestant revolt and the wars of religion. 

100. The eve of Protestant revolt in Germany. 

101. The Lutheran revolt to 1525. 

102. Charles V and the Protestant Revolt in Germany, 1526-55. 

103. John Calvin and his work. 

104. Rise of Protestantism in France. 

105. France under Henry IV. 

106. The Catholic reformation and the Jesuits. 

107. The revolt of the Netherlands, 1568-1648. 

108. The Thirty Years War. 

XXI. The reformation in England; the Tudors, 1485-1603. 

109. The establishment of centralized monarchy. 

110. Extension of national power abroad. 

111. The Church of England and the rise of Puritanism. 

112. Trade and colonies. 

113. Life in Tudor England. 

XXII. The Puritan Revolution and Royalist reaction in England, 

1603-88. 

114. Division between Kings and Parliament. 

115. Civil War and Commonwealth. 

116. Restoration and revolution. 

117. England and the continent. 

118. Ireland. 

119. Commerce and the colonies. 

120. Religious intolerance and sectarianism. 

121. Life and literature. 



FOR SOUTH DAKOTA 113 

XXIII. Colonial England, 1497-1760. 

122. Explorations and early settlements before Jamestown. 

123. Virginia, a typical southern colony. 

124. Maryland, the Carolinas and Georgia. 

125. Beginnings of the colonization of New England. 

126. Early Massachusetts. 

127. New England, 1636-70. 

128. New York. 

129. Pennsylvania. 

XXIV. The ascendancy of France and the age of Louis XIV. 

130. Richelieu and Mazarin and the establishment of the abso- 
lute monarchy. 

131. Louis XIV and his court, 1661-1715. 

132. The people; Colbert and his reforms. 

133. The wars of Louis XIV. 
General summary and review. 

B. MODERN HISTORY 

(One unit) 

I. Introduction to modern history (the 18th, 19th and 20th cen- 

turies.) 

1 . Discoveries and colonization. 

2. The Church; the Protestant revolt; the Jesuits. 
3 . The manorial system. 

4. The guild. 

5 . Feudalism. 

6 . The absolutism of Louis XIV. 

II. The balance of power in Europe and struggle for colonial 

supremacy. 

7 . England's preparation for the struggle. 

8 . The exhaustion of France. 

9 . Conflicts in Europe and in India. 

10. Conflicts between English and French colonies in America. 

III. The rise of Russia and Prussia in the 18th century. 

11. Formation of the Russian Empire, Peter the Great. 

12. Expansion of Russia in the 18th century. 

13. Beginnings of the Prussian state. 

14. Frederick the Great, 1740-86. 

15. Frederick the Great in peace. 

IV. French Revolution 1789-95. 

16. Abuses and evils of Old Regime. 

17. Growth of Revolutionary spirit before 1789. 

18. Louis XVI (1774-93) and attempts at reform. 

19. The beginnings of the French Revolution and the destruc- 
tion of the Old Regime. 

20. The attempt to make a constitution 1789-91. 

21. The failure of the constitution and the fall of the mon- 
archy 1791-92. 

22. The first French Republic and the war against Europe, 
1792-93. 

23. The reign of Terror, 1793-94. 

V. Napoleon Bonaparte and the Napoleonic Wars. 
24 . France in 1795. 

25. General Bonaparte in Italy and Egypt, 1796-99. 

26. Bonaparte as consul, 1799-1804. 

27. Napoleonic Empire, 1804. 

28. Napoleon's campaigns from Austerlitz to Tilsit, 1805-7. 

29. The national uprising against Napoleon, 1808-12. 

30. The downfall of Napoleon. 

31. Napoleon constructive work. 



114 HIGH SCHOOL MANUAL 

VI. The Congress of Vienna and the policy of reaction and re- 

pression. 

32. The Congress, 1814-15. 

33. Greek War for Independence, 1821-29 and other movements 
in southern Europe. 

34. The Paris Revolution of 1830. 

VII. The Industrial revolution and the economic development of 

European countries. 

35. The stationary state of industry from the decline of Roman 
Civilization to the modern age. 

36. Coal, steam, iron. 

37. Beginnings of steam power. 

38. Spinning and weaving machinery. 

39. The cotton gin: Eli Whitney. 

40. Improvements in transportation. 

41. The factory system. 

42. Industrial combinations. 

43. A new power, electricity. 

44. Banks, banking and credit. 

45. Transformation of commerce. 

46. The influence of the industrial revolution. 

VIII. Reform movements in England and her possessions. 
47 . The old Regime in England. 

48. Parlimentary reform. 

49. The Irish question. 

50. Canada; the Rebellion of 1837. 

51. Taxation and trade. 

52. Industrial progress and reforms. 

IX. Revolutionary movements of 1848. 

53. The preparations for revolution. 

54. France. 

55. Italy 

56. Germany. 

57. Austria. 

58. Summary of results. 

X. Wars for national unity. 

59. The unification of Italy. 

60. The unification of Germany. 

XI. France under the Second Empire and the Third Republic. 

61. The coup d'etat of President Napolean and the Second 
Empire. 

62. The Franco-Prussian War and the Third Republic. 

63. The government of France today. 

XII. The Empire of Germany. 

64. The ascendancy of Prussia. 

65. The government of Germany today. 

XIII. Austria Hungary since 1848. 

66. The humiliation of Austria. 

67 . The government of Austria Hungary today. 

XIV. England since 1848. 

68. Political and social reforms and industrial decline. 

69. The government. 

70. The colonies and their government. 

71. Literature. 

72. Social conditions. 

XV. The Russian Empire in the 19th Century. 

73. The development of Russia in the 19th century. 

74. The present government of Russia. 



FOR SOUTH DAKOTA 115 

XVI. The Near East Question. 

75. Turkey and the Eastern Question. 

76. The Turkish Revolution of 1909. 

XVII. Europe in Asia. 

77. Review of early European explorations. 

78. England's East India Company. 

79. The Australian colonies. 
80 . France in Asia. 

81. Holland in Java. 

82. Russia in northern Asia. 

83 . China and the European invasion. 

84. Japan and the European invasion. 

85. Contract between governments of Japan and China. 

XVIII. Europe in Africa. 

86. The Dark Continent. 

87 . The French in Northern Africa. 

88. The English in Africa. 

89. Other European nations in Africa. 

90. The general partition of Africa. 

XIX. North and South America. 
91 . European control. 

92. Spain's colonies. 

93. Brazil. 

94. Industrial advance of Latin America and the relations of 
the United States to her southern neighbors. 

XX. Contemporary Europe. 

95. Alliances of European powers. 

96. Armaments of Europe. 

97. Changing social conditions. 

98. Governments. 

99. Transportation and communication. 
General summary and review. 

Bibliography 

I . Ancient History. 
Abbot, F. F., Society and Politics in Ancient Rome, Scribner $1.25. 
Breasted, James H., Ancient Times, Story of the Early World. Ginn 

& Co., $1.96. 
Clodd, C. E. The Story of the Alphabet. Appletons. 35^ 
Clodd, C. E. The Story of the Primitive Man. Appletons. 35^ 
Cunningham, W. Western Civilization. Maj3millan. $1.25. 
Davis. Reading in Ancient History. (2 vols.) Allyn & Bacon. $2.00. 
Hawes and Hawes. Crete and Forerunner of Greece. Harpers. 75^ 
Mahaffy, J. P. Old Greek Life. American Book Co. 35<J 
Seignobos, C. History of Ancient Civilization. Scribner. $1.25. 
Plutarch's Lives. 3 vols. Everyman's Library. Dutton, 50<? 
Winckler, Hugo. History of Babylonia and Assyria. Scribners. $1.25. 
Holm, Adolph. History of Greece. 4 vols. Macmillan. 
Richardson, R. B. Vacation Days in Greece. Scribners. 
Goodspeed, G. S. A History of the Babylonians and the Assyrians. 

Scribners. 
Gibbon, Edward. Decline and Fall of the Roman Empire. 4 vols. 

T. Y. Crowell & Co., or Dutton. 
Gulick, C. B. The Life of the Ancient Greeks. Appletons. 
Fling, Fred M. A Source Book of Greek History. Health. 
Thallon, Ida C. Readings in Greek History. Ginn & Co. 
Webster, Hutton. Readings in American History. Heath. 
Cox, C. W. General History of Greece. Harpers. 
Pelham, H. F. Outlines of Roman History. Putman. 



116 HIGH SCHOOL MANUAL 

How, W. W. and Leigh, H. D. History of Rome to the Death of Caesar. 

Longmans. 
Munro, Ida C. Source Book of Roman History. Heath. 
Appians Roman History (2 vols.) Translated by Horace White. 

Macmillans (London.) 
De Coulanges. F. The Ancient City. Translation of Willard Small. 

Lee & Shepherd. 
Bury, J. B. History of the Roman Empire. American Book Co. 
Cox, G. W. The Athenian Empire. Scribners. 
Ihne, W. Early Rome. Scribners. 

Beesley, A. H. The Gracchi, Marius and Sulla. Scribners. 
Cox, G. W. The Greeks and Persians. 
Capes, W. W. The Early Roman Empire. 

Mommsen, T. The History of Rome. (5 vols.) Scribners. 
Wheeler, Benjamin Ide. Alexander the Great. Putnams. 
Fowler, Warde. Julius Caesar. Putnams. 
Strachan-Davidson, J. L. Cicero. Putnams. 
Abbot, Evelyn. Pericles. Putnams. 
Livy's History of Rome. Appletons. 
Herodotus. Dutton. 
Thucydides. Dutton. 

Crote, George. History of Greece. 10 vols. Dutton. 
Ferrero, Guglielmo. A Short History of Rome. $2.00 
Bulfinch. Age of Fable. 

II . Medieval History. 

Emerton, Introduction to the Middle Ages. Ginn. 

Creasy, Sir Edwin. Fifteen Decisive Battles of the World. Dutton. 

Bryse, James. The Holy Empire. Macmillan. 

Archer and Kingsford. The Crusades. Putnam. 

Munro. History of the Middle Ages. Appletons. 

Church. R. W. Beginnings of the Middle Ages. Scribners. 

Seignobos. The Feudal Regime. Holt. 

Jessopp, Augustus. The Coming of the Friars. Putnam. 

Robinson. Readings in European History. 2 vols. Ginn & Co. 

Adams, George B. Medieval Civilization. American Book Co. 

Sichel, Edith. The Renaissance. Holt. 

Fisher, George P. History of the Christian Church. Scribners. 

Day, Olive. History of Commerce. Longmans. 

Seignobos, C. History of Medieval and Modern Civilization. Scribners 

Margoliouth, D. S. Mohammed. Scribners. 

Lee, Beatrice. Alfred {he Great. 

Putnam, Ruth. William the Silent. Putnam. 

Stenton, F. B. William the Conqueror. Putnam. 

III . Modern History. 

Robinson & Beard. Readings in Modern European History. Ginn 
& Company. 

Davis, W. S. The Roots of the War. Century. 

Phillips, W. Allison. Modern Europe (1815-1899.) Irvingtons. 

Seignobos, Chas. History of Contemporary Civilization. Scribners. 

Hazen, Charles Downer. Fifty Years of Europe. (1870-1919). Holt 

Hazen, Charles Downer. Europe since 1815. Holt. 

Webster, Hutton. Readings in Medieval and Modern History. Heath 

Hazen, Charles Downer. Alsace Lorraine under German Rule. Holt. 

Motley, John Lothrop. Rise of the Dutch Republic. Dutton. 3 vols. 

Schwill. Ferdinand. Political History of Modern Europe. Scribners. 

Terry, Charles Sanford. A Short History of Europe from the Dis- 
solution of the Holy Roman Empire to the Outbreak of the 
German War. Dutton. 



FOR SOUTH DAKOTA 117 

Gardiner, Samuel Rawson. The First Two Stuarts and the Puritan 

Revolution. Scribners. 
Dawson, T. C. South American Republics. (Stories of the Nations.) 

Putmans. 

The following sets on modern history are recommended: 
Cambridge Modern History. Macmillan . 
Larned's History for Ready Reference. C. A. Nichols Co. 
Nations of the World. Collier. 
Historians' History of the World. Outlook Co. 
Simonds. Frank H. History of the World War. 5 vols. Review of 

Reviews Co. 
Orsi, P. Modern Italy (Stories of the Nations.) Putnams. 
Lebon, A. Modern France. (Stories of the Nations.) Putnams. 
Morris, W. O'Connor. Napolean (Heroes of the Nations). Putnams. 
Orsi, P. Gavour. (Heroes of the Nations.) Putnams. 

Pedagogical References 
The Social Studies in Secondary Education, U. S. Bureau of Education, 

Bulletin No. 28, 1916. 
Tuell, Harriet E. The Study of Nations. Houghton. 
Johnson. The Teaching of History. MacMillan. 
Bourne. The Teaching of History and Civics. Longmans. 
Teaching of Community Civics. U. S. Bureau of Education. Bulletin 

No. 23. 1915. 
Haynes, John. Economics in the Secondary Schools. Houghton. 
Hartwell, E. C. The Teaching of History in High School. Houghton. 
Hill. The Teaching of Civics. Houghton. 
Historical Outlook. Published Monthly by the McKinley Pub. Co., Phil. 

Chapters dealing with the social sciences in the following: 
Inglis, Alexander. Principles of Secondary Education. Houghton. 
Snedden, David. Problems of Secondary Education. Houghton. 
Judd, C. H. Psychology of the High School Subjects. Ginn. 
Bobbitt, J. F. The Curriculum, Houghton. 
Johnston, C. H. High School Education. Scribner. 

The following are some of the more important perodical refer- 
ences of late years: 
Shideler, E. H. Course in Modern Social Problems for the High 

School. School Review, 28: 615-26: Oct. '20. 
Finney, Ross L. Tentative Report of the Committee of the American 

Sociological Society on the Teaching of Sociology in the Grade 

and High Schools of America. School Review, 28: 255-62; April 

'20. 
Judd, C. H. Report of the Committee on the Social Studies in the 

High School. School Review, 28: 283-97; April '20. 
Thomas, D. Y. Getting Hold of the Social Sciences. School and 

Society, 12: 313-15; October 9, '20. 
Packard, L. O. Modern European History in the High School, School 

and Society, 10: 527-30; Nov. 1, '19. 
Weisend, W. F. Problem Method Applied to History, Education, 40: 

601-5; June, '20. 
Rugg, E. U. Character and Value of the Standardized Texts in 

American History. School Review, 27: 757-71. Dec, '19. 
Davis, Calvin O. Citizenship and the High School. Educational Re- 
view, 61: 214-23. March, '21. 
Bogart, E. L. How and Why Economics Should be Taught in the 

High Schools. Educational Review, 61: 424-32. May '21. 

The following recent books on world history from the adult's 

standpoint should be on every teacher's desk: 
Van Loon, Hendrick. The Story of Mankind. Boni & Liveright. 
Wells, H. G. The Outline of History. MacMillan. 2 vols. 



118 HIGH SCHOOL MANUAL 

UNITED STATES HISTORY 

(One-half unit.) 

In spite of the fact that a good many authorities on American 
History are of the opinion that at least a year should be devoted to 
American History, in the high school, a semester is the rule. There 
does seem to be an incongruity between two years (seventh and eight) 
in the elementary school devoted to history and a half year in the 
high school. The texts in high school history are so long that assign- 
ments have to be long and little outside work is possible. It goes 
without saying, then, that there ought to be the most rigid economy 
of time in the high school course in American History. The teacher 
should guard against spending too much time on the period of discov- 
ery and explorations, colonization, and the Revolution. At least 
twenty five per cent of the time should be devoted to the history 
since the Civil War. Five lines of development should be traced: 
political, territorial, commercial, industrial, and social. Do not let 
the discussion of minor and immaterial details cloud the main points 
but control the discussion. If your recitations are socialized, make 
sure that no time is wasted. If the teacher hopes to make history 
illuminative, he must KNOW the present, not merely have an opinion 
of it. Applications of the past to the present can be made only by 
studying and knowing both. 

In no sense should the high school course in the subject be a 
review of the work of the elementary school, but essentially a different 
course, a broader and a more critical course. Propaganda should be 
very carefully excluded, and yet it is desirable that the student get 
both viewpoints of contending parties in the history of our Republic, 
but the important thing for the teacher and student is to get an appre- 
ciation of the ENFOLDMENT OF THE AMERICAN IDEAL. In this 
connection, the teacher is referred to Power's, The American Era and 
American Ideals (Published by McClurg.) 

Beginnings, 1492-1760. 

I . The Period of discovery and colonization. 

1. The land; its resources and inhabitants. 

2 . The period of discovery and colonization. 

The Formative Period of the Nation, 1760-1829 

II. The period of the Revolution, 1760-83. 

3. Important developments in the colonies down to 1775. 

4 . The underlying causes of the American Revolution, especially 
the economic causes. 

5 . Surface or precipitating causes of the Revolution. 

6 . Chief events and result of the Revolution. 

III. The critical period, 1783-89. 

7 . The Articles of Confederation. 
8 . The Constitution. 
IV. Political development, 1789-1829. 
9 . The Federalist supremacy. 

10. Supremacy of the Jeffersonian Republicans, 1801-17. 

11. Political reorganization. The Bill of Rights. 

V. Social, economic and industrial development, 1760-1829. 

12. Growth of the nation in states and territory. 

13. The development of commerce. 

14. Industrial progress. 

15. Social conditions. 

The testing period of the Union; A conflict of social and 
political ideals marks material and intellectual progress. 
1829-1865. 

VI. Political history 1829-65. 

16. National democracy — "The Jacksonian Epoch," 1829-41. 



FOR SOUTH DAKOTA 119 

17. Twenty years of political conflict over the extension of 
slavery to the triumph of the Republican party, 1860. 

18. Secession and Civil War. 

VII. General progress, 1829-65. 

19. Territorial growth. 

20. Commercial development. 
21 1 Industrial growth. 

22. Social progress. 

Reconstruction and Reunion — Recuperation and Expansion. 1865 

VIII. Political history, 1865 

23. Reconstruction; political problems, national and sectional. 

24. Principal lines of development in domestic politics, 1871 to 
the present. 

IX. General Progress. 

26. Territorial expansion. 

27. American commerce. 

28. Industrial growth. 

29. Social progress. 

30. America and the World War; Reconstruction problems. 

Bibliography 

Hart, Albert Bushnell. American History as Told by Contemporaries. 

Fiske, John. The Beginnings of New England. Houghton. 

Piske, John. The Discovery of America. 2 vols. Houghton. 

Fiske, John. The Discovery of America. 2 vols. Houghton. 

Scott, E. H. (ed). The Federalist and Other Papers. Scott, Fores- 
man & Co. 

Fiske, John. The American Revolution. 2 vols. Houghton. 

Muzzey, David Saville. Readings in American History. Ginn. 

Lodge, Henry Cabot. A Short History of the English Colonies in 
America. Harpers. 

Thawites, R. G. The Colonies. 1492-1750. Longmans. 

Hart, Albert Bushnell. Formation of the Union, 1750-1829. Long- 
mans. 

Fisher, George Park. The Colonial Era. Scribners. 

Burgess, John W. The Middle Period. 1817-1858. Scribners. 

Walker, Fancis A. The Making of the Nation. 1783-1817. Scribners. 

Burgess, John W. The Civil War and the Constitution. Scribners. 

Wilson, Woodrow. Division and Reunion. 1829-1889. Longmans. 

Messages and Papers of the Presidents. 

Lippincott, Isaac. The Economic Development of the United States. 
Appleton. 

Riley, Edwin, and Rines, Irving, (ed.) The United States, its Be- 
ginnings, Progress and Modern Development. 11 vols. American 
Education Alliance. 

Fiske, John. The Critical Period of American History. Houghton. 

Elson, Henry W. Sidelights on American History. Macmillan. 

MacDonald, Willam. Select Documents of United States History. 
1776-1861. Macmillan. 

Sparks, Jared. The Expansion of the American People. Scott Fores- 
man & Co. 

Taussig, F. W. Tariff History of the United States. Putnam. 

Willoughby, W. E. Territories and Dependencies of the United States 
Century. 

Dewey, Financial History of the United States. Longmans. 

Stanwood. History of the Presidency. Houghton. 

Parkman. The Struggle for a Continent. Little Brown. 

Riverside History of the U. S. 4 vols. Houghton. 



120' HIGH SCHOOL MANUAL 

CIVICS 

(One-half unit.) 
In the teaching of Civics, the following aims are most prominent: 

I. To increase the intelligence of the pupils in regard to: 

1 . Government in general and our own government in particu- 
lar, bearing in mind all the while that our government is a 
Republic representative in form and not a Democracy. 

a. The essence of government in cooperation, or union of 
effort for the common good. 

b. The government helps the individual to do that which he 
cannot do unaided. 

c. Necessity for government grows out of our dependence 
upon one another satisfying our daily needs. 

2 . Individual benefits arising from our institutions. 

3 . Principles of self-government and advantages and needs of 
self-government as shown in over a century of experiment. 

4 . Cost of each institution in the efforts and sacrifices of past 
generations through centuries of time. 

5 . Organization of the community in which the pupils live. 

a. How to gain a better understanding of its life. 

b . How to gain a wholesome attitude toward its problems. 

6 . Duties of a citizen and fundamental principles upon which 
they rest. 

II. To inspire the pupils with high ideals in regard to political con- 
duct, and to furnish stimulus toward that action which they know to 
be right and for which they possess adequate strength. 

1 . Make them realize that they are citizens now and are a 
part of the experience of the future whose duty it will be to 
organize a new and administer government. 

2 . Make them feel the responsibility of all citizens for what- 
ever is done in their community. 

3 . Make them feel that any person who is unwilling to make 
some personal sacrifice for the community or to do faith- 
fully and cheerfully the part assigned him is an ingrate 
and an enemy to advancement and progress. 

4 . Make them see the consequences of indifference to public 
affairs. 

5 . Make them realize that intelligent honesty of purpose is a 
guarantee of good government to a far greater extent than 
model constitutions and charters. 

III. To inculcate in pupils the habit of performing civic functions 
daily. 

1 . To be obedient to government officials. 

2 . To be orderly and industrious in school work so as to 
increase the 'efficiency of the school, which is one of the 
government's institutions. 

3 . To be careful in the use of school property so as to lower 
the tax rate. 

4 . To help beautify and to refrain from disfiguring the school 
grounds. 

5 . To deal honestly and fairly with classmates and fellow 
students. 

6 . To show a spirit of helpfulness to all in the school com- 
munity. 

Suggestions for the Presentation of this Subject: 

I. Teach the functions of government or what it does before the 
machinery of it, and base instruction upon the pupil's experience. 

II. Make all instruction as concrete as possible in order that it may 
be understood, digested and assimilated. 



FOR SOUTH DAKOTA 121 

III. Make room for the practical topics connected with local govern- 
ment, because that is at present the weakest part of our govern- 
ment. 

1 . Procure the city manual, reports of the various departments, 
copy of the charter, etc. 

2 . Train pupils in the intelligent use of the sources of informa- 
tion mentioned in (1). 

IV. Connect current topics with the lessons in civics and encourage 
pupils to keep up with the news. 

V. Contrast the present function of each institution: 

1 . With the way in which it used to be performed. 

2 . With the way in which it ought to be performed. 

VI. Discourage indiscriminate fault-finding. 

References 

J. S. Landon, The Constitutional History and Government of the 
United States. 

Joseph Story. Thos. M. Cooley, Principles of Constitutional Law, Com- 
mentaries on the Constitution of the United States. 

R. L. Ashley, the American Federal State. 

Woodrow Wilson, The State. 

J. A. Fairlie, Local Government in Counties, Towns and Villages. 

Charles Zueblin, American Municipal Progress. 

S. E. Baldwin, The American Judiciary. 

Beards, American Government and Politics. 

Beards, Readings in American Government. 

Hinsdale's American Government. 

Guitteau's, Government and Politics in the United States. 

Bryce's American Commonwealth (Abridged Ed.) 

Kaye, Percy. Readings in Government. Century. 

Hall, Arnold Bennett. Dynamic Americanization. Bobbs-Merrill. 

Ashlet, Roscoe L. The American Federal State. Macmillan. 

Beard, Charles A. Readings in American Government and Politics. 
Macmillan. 

McLaughlin, Andrew C. The Courts, The Constitution and Parties. 
U. of Chicago Press. 

Reinsch, Paul S. Readings on American Federal Government. Ginn. 

Reinsch, Paul S. Readings on American State Government. Ginn. 

Dealy, John Q. The State and Government. Appleton. 

Tufts, James H. The Real Business of Living. Holt. 

Cleveland, Frederick A. Organized Democracy. Longmans. 

Bryce, James. Modern Democracies. 2 vols. Macmillan. 

Bryce, James. The American Commonwealth. 2 vols. Macmillan. 

Hart, Alfred Bushnell. Actual Government. Longmans. 

Plehn, C. C. Introduction to Public Finance. Macmillan. 

Goodnow, F. J. City Government in the United States. Century. 

Fairlie. Local Government in the Counties, Towns and Villages. 
Century. 

Atwood, F. W. Back to the Republic. Laird and Lee. 

Atwood, F. W. Safeguarding the Ideals of the Republic. Laird & Lee. 

Ransom, W. L. Majority Rule and the Judiciary. Scribners. 

Woodrull, C. R. City Government by Commission. Appleton. 

World Almanac. 

Statemen's Yearbook. 

Outlook, Independent, Literary Digest, Review of Reviews or similar 
magazines. 

Publication of numerous political organizations. 

Legislative manual of the State. 

Party Publicity Pamphlets, Campaign Text Books, A good daily paper. 



122 HIGH SCHOOL MANUAL 

Synopsis of Course 

I. The Origin, Nature, and Purpose of Government. 

1 . The evolution of the state, — Development of citizenship. 

2. The functions of government, — opposing views; individual- 
istic; paternalistic; socialistic. Forms of government. 

3 . Purpose of our system of government. Study from basis 
of the Preamble of the Constitution. 

II . Study of the Origin, Organization and Functions of the Town- 

ship and County. 

1 . The origin of the town and the development of township 
government. 

2. The functions of township government, and its limitation, 
officers. 

3 . The origin and organization of the County. 

4 . The functions of county government and its limitations. 

5 . The local county officers and their duties. 

(How are these officers paid for their service?) 
6. Common School Districts — their structure, powers and limita- 
tions. School district officers. On the organization and 
management of school districts consult the School Laws of 
South Dakota. 

7 . Independent school district — how organized and governed. 

8 . Township High Schools. 

III. City Government. 

1 . Growth and development of American cities. Resulting 
problems. 

2 . Plans of government. Officials and organization under each 
plan. 

3. The office of mayor, — legislative, executive and judicial 
powers. 

4 . The various departments of city government. 

5. Police powers. What is involved therein? 

6 . Services rendered by a City Government. 

a. Streets and other public improvements. 

b. Public utilities. 

c. Public health, relief of needy, — amusement parks, play 
grounds. 

7 . Questions of municipal ownership of public utilities. 
8 . Public school systems. 

IV. State Government. 

1 . The origin of our state governments — form of government 
adopted. 

2. Departments of state government: 

a . The executive, powers of. duties of — 

1 . The posititon of governor — qualifications, responsibi- 
lity. 

2. Legislative and judicial powers of the governor. 
Political duties. 

3 . Other principal executive officers and boards. Note 
what is common to all the states, exceptions in some 
states, and the special arrangements for South Dakota 

b . The Judicial Department. 

1 . The courts — superior and inferior. Jurisdiction. 

a . Establishment of Justices, methods and forms of 
trial, equity and writs. 

b. Judges, their terms, Qualifications. 

c. The jury system. 

2 . The interpretation of law. Jurisprudence. 

3. Protection of individual rights. 



FOR SOUTH DAKOTA 123 

c . The Legislative Department. 

1 . House of the legislature, qualifications and terms of 
members. 

2. Business of the legislature. 

3 . Process of law-making. 

4 . Direct legislation — Initiative and referendum. 

d . The Police Power of the State. 

3 . State Care of the Public Welfare. 

a. Punishment of crime. Prison policies, parole, indeter- 
minate sentences, juvenile courts. 

b. Public charities. 

c. Regulation of enterprises such as the liquor traffic. Dis- 
cuss the cause of pauperism and crime. 

4 . Supervision of Commercial Interest. 

a. Transportation. 

b. Labor and Industry. 

5 . Financial system — Assessment and taxation. 

V. The Federal Government. 

1. The developments leading to our federal union. 

a. The New England Confederation. 

b. The Albany plan of union. 

c. The Stamp Act Congress. 

d. The "Continental Congresses" and the Articles of Confed- 
eration. Failure of the Confederation. Why? 

2. Evolution of the Constitution. Compromises. "Bill of 
Rights." (Review the Preamble.) 

3 . Relation of the Federal Government to the states. Strict 

and loose construction. Centralization of power. 

4 . Constitutional changes since its adoption. 

5 . What states may and may not do. What the Federal Govern- 
may and may not do. 

6 . The dual nature of citizenship. 

a. Rights of United States citizenship. 

b. Rights of state citizenship. Privileges of both. 

c. Naturalization. 

7 . Foreign Relations. 

a. International law — America's Foreign Policy. 

b. The diplomatic and consular service — appointments, 
qualifications, terms of service, salaries, general duties. 

c. Regulation of commerce. 

d . Treaties. 

8 . The national defense. Army, navy, fortifications, coast 
defense. 

9. The National Financial System. 

a. Forms and methods of taxation. 

b. Management of the national finances, methods of borrow- 
ing, bonds, treasury notes and Federal Reserve Notes. 

10. The monetary system — Currency Reform. Federal Reserve 
Banks. 

11. The public lands — Conservation and natural resources. 

12. Internal revenue. 

13. The postal system. 

14. Various activities "for the public welfare." 

VI . Governmental Departments 

1 . Congress, Senate, House of Representatives. Qualifications 
of members and terms. 

a. Congressional methods and sphere of authority. 

b. Powers — express and implied. 

c. Organization of each house. 



124 HIGH SCHOOL MANUAL 

VII. The Executive Department. 

1 . The president — qualifications and methods of election. 
(Study party organization.) 

2 . The Executive Departments — Cabinet officers and their duties. 

3 . Powers of the Presidents. 

VIII. The Judiciary. 

1 . Federal courts. Jurisdiction of each. Judges, how selected, 
terms, salary, etc. 

a. Relation of these courts to the states. 

b. Importance of Federal Court decisions. Consider "Gov- 
ernment by injunction." 

IX . Exercise of the Franchise. 

1 . Qualification of a voter. 

2 . Political Parties — their origin and organization. 

a. The political "machine." Rings. 

b. The political "boss." 

3 . Nominating conventions. 

4 . Primary elections — how conducted. 

5 . General elections — how conducted. 
6 . Elective and appointive officers. 

a. Federal, how elected or appointed. 

b. State and local, how chosen. 

Let all study be from the standpoint of a citizen of South Da- 
kota, so that all departments of this subject shall be correlated with 
our state and local governments, bringing the subject into contact 
with the student's experience. 

ENGLISH HISTORY 

(One unit). 

I. Britain to 440 A. D. 

I. The land. 

2 . Early Britain. 

3 . Roman Britain. 

II. Saxon England 449-1066. 

4 . Saxon and Angles. 

5 . The Saxon supremacy. 

6 . The struggle against invasions. 

7 . Establishment of Christianity. 

8 . Government and life in Saxon England. 

III. Norman England 1066-1154. 

9 . Establishment of the Norman rule. 
10. The Church and the Crusades. 

II. Life of the feudal period. 

IV. England Under the Plantagenets, 1154-1485. 

12. England and France. 

13. Ireland, Wales and Scotland. 

14. Constitutional devolopment. 

15. The Wars of the Roses. 

16. The Church. 

17. Commerce and manufactures. 

18. Life in Plantagenet England. 

V. Tudor England 1485-1603. 

19. Establishment of centralized monarchy. 

20. Extension of national power abroad. 

21. The Church of England. 

22 . The development of trade and colonies. 
23. Life in Tudor England. 



FOR SOUTH DAKOTA 125 

VI. The Puritan revolution and the royalist reaction, 1603-88. 

24. The division between kings and Parliament. 

25. Civil war and commonwealth. 

26. Restoration and revolution. 

27. England and the continent. 

28. Ireland. 

29. Commerce and colonies 

30. Religious history. 

31. Life and literature. 

VII. Constitutional monarchy, 1688-1820. 

32. Establishment and development of constitutional monarchy. 

33. Relations with Scotland and Ireland; the Jacobites. 

34. Conflicts with France on three continents. 
35 . The colonies. 

36. Manufactures and commerce; the industrial revolution. 
37 . The Wesleyan movement and other reforms. 

38. National life, learning and literature. 

VIII. The British Empire, 1820 to present. 

39. Parliamentary reform. 

40. Government in England at the present time. 

41. Taxation and trade. 

42. Industrial progress. 

43. Colonies. 

44. Foreign affairs. 

45. Ireland. 

46. Literature and science. 

47. Social conditions. 

48. England in the World War. 

49. General Summary and Review. 

Bibliography 

Green, John Richard. A Short History of the English People, 10 vols. 
Funk and Wagnalls. 

Gardiner, Samuel R. The First Two Stuarts and the Puritan Revo- 
lution. Scribners. 

Creighton. Mandell. Age of Elizabeth. Scribners. 

Taswell-Langmead, T. P. English Constitutional History. Houghton. 

Taylor, Hannis. Origin and Growth of the English Constitution. 
2 vols. Houghton. 

Trail, H. D. and Mann, J. S. (ed). Social England. 12 vols. Putnams. 

Moberly, C. E. Early Tudors. Scribners 

Gardiner, Samuel R. Houses of Lancester and York. Scribners. 

Hale, E. The Fall of the Stuarts. Scribners. 

McCarty, Justin. People of England in the Nineteenth Century. 
(Stories of the Nations.) 

Bright, J. Frank. A History of England. 5 vols. Longmans. 

Cheyney, E. P. Readings in English History. Ginn. 

Kendall, E. A. Source Book of English History. Macmillan. 

Gardiner. Student's History of England. Longmans. 

ECONOMICS 

(One-half unit) 

It is increasingly plain that the most important phase of the re- 
construction problem of the world is the economic phase. It is be- 
coming vitally necessary that our people learn to understand and ap- 
preciate the conditions underlying prosperity. The sooner young 
people are introduced to the fundamental principles determining these 
conditions, the better. Usually training in thinking in terms of 
political economy is postponed too long. 



126 HIGH SCHOOL MANUAL 

Some exceedingly valuable ideals may be developed in connec- 
tion with the study of economics. No struggle is so bitter and hard 
as the struggle for a living. No hatreds and prejudices are so strong 
as hatred of economic classes, e. g., labor and capital. The sane view 
and broad outlook of the student will do much to counteract hatred 
and radicalism bred partly by misconception, prejudice and positive 
misunderstanding. Respect for property and money, after a proper 
appreciation of the sacrifice and labor involved in their acquisition 
should be forcibly impressed, and it is likely that the student will get 
a new appreciation of the dignity of labor. Thrift can be correlated 
with economics very conveniently. 

One fundamental warning should be sounded to all teachers of 
economics: Do not attempt to do too much. The following, however, 
may be suggested as not only possible, but essential even in a half- 
unit course: Pupils should keep a notebook primarily for recording 
material supplementing the text, whether gleaned from collaterial 
reading, special reports of other students, or lectures by the teacher. 
At least one carefully prepared essay (possibly a term paper) should 
be written by the student. This should be a test of the student's abil- 
ity to apply the science of economic laws and principles to his environ- 
ment. Some research work of small difficulty should be entailed. 
Possibly with the arrangement of the English department this essay 
might be given credit in that department also. By means of a bulletin 
board and some newspapers some very interesting material may be 
gathered by the students during the semester. Graphic material and 
statistics may be introduced and some elementary study made of the 
value of such material and its interpretation. 

Outline 

I. Introduction. Economics as a social science. Economics as a 
science and as an art. The fundamental institutions of the existing 
socio-economic order. The divisions of economics: consumption, pro- 
duction, exchange and distribution. Finance, socialism, communism 
and single tax. 

II. A brief survey of economic history. The functioning and 
structure of medieval industrial society; the self-sufficient medieval 
English manor; medieval towns and manufactures; merchant guilds 
and craft guilds; beginning of cooperation through exchange; be- 
ginning of capitalistic agriculture and manufacture; rise of the mod- 
ern organization of trade and commerce. The Industrial Revolution 
in England. The Industrial stage in the United States. 

III. Consumption. The characteristics of human wants. Law 
of diminishing utility. Law of marginal utility. Buyers' and sellers' 
surplus, demand, supply and price. Market value and normal value. 
Market price and normal price. Elasticity of demand. Harmful and 
unwise consumption. Thrift. Substitutes. 

IV. Production. The factors of production — land and labor, 
(primary) capital and the skill of the enterpriser (entrepreneur), 
Specialization (division of labor). Large and small scale produc- 
tion. Land as a productive factor; natural resources in the United 
States. The law of diminishing returns. Nature and sources of 
capital; nature of capitalistic production. Force of industrial or- 
ganization. Classification of capital: fixed and circulating, free and 
specialized. Merchantilism vs the laissez faire theory. Concentra- 
tion of industry. Competition vs. monopoly; the determination of 
monopoly price. The formation of trusts, anti-trust legislation in 
the United States. 

V. Transportation. Natural waterways, wagon roads, canals 
and steamboats developed before the railroad came. Hard surface 



FOR SOUTH DAKOTA 127 

roads the latest development in American transportation. The possi- 
bility of the development of aerial travel. The railroads; their de- 
velopment; present status; recent tendencies. Rate making. Govern- 
ment regulation of railroads. 

VI. Exchange. Direct and indirect forms of marketing. The 
middleman in industry. The government and monopolies. Patents, 
trademarks, copyrights and labels. The regulation of public utilities. 
Price fixing. Money; its functions and forms. Monetary laws. The 
quantity theory. Gresham's law. Elasticity of money. Bimetallism. 
A brief monetary history of the United States. Domestic and foreign 
commerce. 

VII. Tariff of the United States. Historicial sketch. Basis of 
free trade; economic arguments for and against protection; relation of 
protection and nationalism. The probable future policy of the 
United States. 

VIII. Distribution. Connection between prices and the social 
income to the distributed. Wages. The return to labor. Standard 
of living and wages. Minimum wage laws. Methods of wage pay- 
ment, profits sharing. Organized labor and labor disputes. Com- 
pulsory arbitration and labor legislation. Immigration and labor. 
Rent; the return to land. Urban and agarian rents. Rents and 
prices. Interest. The return to capital. Why interest is paid and 
how much; variations in the essential interest rule. Competitive 
profits; the return to the enterprises. Causes of profits. Prices and 
profits. Speculation and unearned increments. Cooperation and 
profits. 

IX. Plans of economic reforms. Socialism, advantages and 
objections. The system of Karl Marx nationalization of land. Single 
tax. Cooperation and profit sharing. Social insurance. Workman's 
compensation. 

X. Progress of economic thought. A brief survey of the prin- 
cipal contributions made to science and art of political economy. The 
Ancients: Aristotle, Cicero and Columella. The middle ages. Mer- 
chantilism superseded by the theory of the Physiocrates. Adam Smith 
founder of the modern school. Malthus; Ricardo; John Stuart Mill; 
Nassau William, Senior; Jeremy Bentham. The classical school in 
France and Germany. Critics of the classical school, critics of in- 
dividualism, critics of free trade and socialist critics (Robert Owen). 
The historical school. The psychological school. Modern socialism. 
Economic thought in the United States. 

ECONOMICS BIBLIOGRAPHY 
Selected Readings in Economics, C. J. Bullock; Ginn & Co. 
Economics, A. T. Hadley; Putman. 

Current Economic Problems, Hamilton; U. Chi. Press. 
Readings in Industrial Society, Leon Marshall; U. Chi. Press. 
Material for the Study of the Chi. Press; Marshall, Wright & Field. 
Money and Banking, Harrold Moulton; U. Chi. Press. 
Money and Bankng, J. T. Holdsworth, Appleton. 
Outlines of Economics, Richard Ely. 

American Problems of Reconstruction, E. M. Friedman, Dutton. 
Principles of Political Economy, Thos. N. Cerver, Ginn & Co. 
Principles of Economics, E. R. Seligman, Longmans. 
The Real Wealth of Nations, John Hecht, World Book Co. 
Our Economic Organization, Marshall and Lyon; Macmillan. 
Introduction to Economics, Henry R. Saeger, Holt. 
Principles of Economics, 2 vols., F. E. Taussig, Macmillan. 
Principles of Political Economy, J. S. Nihcolson, Macmillan. 
Modern Industrial Movements, Daniel Bloomfield; Wilson Co. 
The Closed Shop, Lemar T. Beman; Wilson Co. 



128 HIGH SCHOOL MANUAL 

Statistical Report of the United States. 

Reports of the various departments of the Federal Government and 
State departments. 

World Almanac. 

Labor Problems, Adams and Sumner; Macmillan. 

History of Economics, Cessa; Macmillan. 

Contempory Socialism, Rae; Scribner. 

Reports of the Departments of Labor, Commerce, Treasury and In- 
terior. 

Organized Labor, Jno. Mitchell; American Book Co. 

Railway Problems, Ripley; Ginn & Co. 

The Evolution of the Modern Capitalism; Scribners. 

The Economics Basis of Protection, Simon Patten; Lippincott. 

Wealth of Nations, Adam Smith; Colliers Harvard Classics. 

Industrial Evolution, Ducher; Holt. 

The ABC of Foreign Exhcange, Clare; Macmillan. 

Trust Finance, Meade; Appleton. 

SOCIOLOGY 

(One-half unit) 

In conformity with the recommendations of the committee of the 
American Sociological Society, it would be well to have sociology or 
a course in social problems, as it is perhaps more properly called, 
precede a course in economics. 

The fact that many high schools within the last few years have 
taken up the study of elementary sociology is perhaps traceable to 
the appeal during the war for more and better training in social 
science. But rather is the reason to be sought in the increasing 
stress during the past decade or more upon the social sciences. The 
past century was characterized by great progress in the physical sci- 
ences. This progress still goes on; but the indications are that the 
present age will witness still greater development in social science, in 
the control of social forces, and readjusting social lines. 

If the present social crisis is to be passed succesfully. it will be 
imperative that there be built up sound and scientific thinking about 
social problems. The aim of this course should be to serve as an 
approach to such study in later life as will make this type of thinking 
possible. 

High school sociology is still in the experimental stage, but re- 
sults have already convinced many students of education that unless 
poor teaching throws the subject into disrepute, the course will be 
more common in American high schools. 

No teacher should attempt to give instruction in this subject who 
has not had at least one good course in general sociology in college. 
This should be enlarged upon by means of extensive reading on the 
part of the teacher. It is fully as necessary that the teacher do out- 
side reading as that the student should do it. 

Duplication of the subject matter in civics, economics or history 
should be avoided in this course. As in the other social sciences, a 
good working library is the most essential thing in way of equip- 
ment. The local community affords many and excellent opportuni- 
ties for some simple research work. This should be assigned to in- 
dividual students or to small groups. Possibly some projects might 
be worked out by the entire class. 

A recent number of the Survey, one of the very best of American 
publications dealing with social problems, mentions over fifty volun- 
tary associations sending out literature on social problems. The 
teacher should be able to collect a mass of valuable material in this 
way. The pubications of the government, particularly those of the 
Bureau of the Census, are almost indispensable. 



FOR SOUTH DAKOTA 129 

OUTLINE 

I. The theory of evolution; its bearings upon sociology. Mental 
and social evolution. Life of primitive man. Heredity. Tradition. 

II. The influence of natural conditions upon economic and social 
development; climate; soil; configuration. 

III. Origin and function of the family. The home. 

IV. The study of society. What is society? The bearings of 
psychology on society. Social psychology. Social control. Folkways. 

V. Population. Present status; urban and rural; distribution. 
Center of population. Race nativity and sex of our American popula- 
tion. Illiteracy; voting strength; increase and decrease of population. 

VI. Immigration. Migrations as a factor in social evolution. 
History of American immigration. Effects of immigration. Restric- 
tion of immigration. Oriental immigration. 

VII. The American race problem. Negroes, Indians, Mongolians 
and Jews. Americanization and it possibilities. 

VIII. The problem of the city. The problem of the country. 

IX. The industrial problem. Women in industry. Child labor. 
Sweat shops. Labor organizations. Brief historical summary of or- 
ganized labor and labor legislation. Unemployment. 

X. Poverty and pauperism. Its causes. Relation of poverty and 
pauperism to degeneracy. Charity and poor relief; its history. The 
alms house. Outdoor relief. Social settlements. Care of depend- 
ent children. 

XI. The problem of crime. Extent and cause of crime. Classi- 
fication of crimes and criminals. The cost of crime to society. The 
treatment of crime. Prison reform, juvenile courts and reforma- 
tories. 

XII. Marriage and divorce. 

XIII. Defectives in society. The problem of feeble-mindedness. 
Insanity. Epilepsy. The deaf and blind. 

XIV. The prohibition problem. 

XV. Education. The rise of the school. Moral progress and 
the school. The church and the school. The church and state. Why 
does the state maintain a system of public education? The present 
status of our school system. 

The above outline is divided into fifteen parts of as nearly equal 
time importance as possible. It is suggested that the teacher devote 
in the neighborhood of one week to each of the above, leaving thus 
three weeks for review and examination. Care should be taken not 
to attempt too much elaboration. It is very easy to wander too far 
afield in this subject. While collaterial reading is advisable, neces- 
sary care should be taken in its selection as material that is too diffi- 
cult should be avoided. The daily papers and magazines will afford 
much material for discussion and for illustrative purposes. There 
are but a few satisfactory texts in this subject as yet. Possibly a 
well prepared teacher could give the course without a text book, but 
that is an experiment which involves the highest skill on the part of 
the teacher. It is strongly urged that schools giving a course in 
economics give one in social problems also. The two together serve 
admirably as preparation either for college courses in these subjects 
or for solving the social and economic problems in life. 



130 HIGH SCHOOL MANUAL 

SOCIOLOGY REFERENCES 

American Social Problems, Burch and Patterson; Macmillan. 

Social Problems, Towne, Ezra T. 

General Sociology, Small, Albion W.; U. of Chi. Press. 

Outlines of Sociology, Blackmar and Gillin. 

Outlines of Sociology, F. H. Giddings; Macmillan. 

Sociology and Modern Social Problems, Charles Elwood; American 

Bk. Co. 
Studies in American Race Problems, Alfred Holt Stone; Doubleday 

Page. 
The Anatomy of Society, Gilbert Cannon; Dutton. 
Immigration, Edith M. Phelps; H. W. Wilson Co. 
Sociology and Social Progress, Thomas N. Carver; Ginn & Co. 
Social Problems, Albert B. Wolfe; Ginn & Co. 
Educational Sociology, Wm. E. Chancelor, Century. 
Social Unrest, Lyman P. Powell; Review of Reviews Co. 
The Survey or some magazine of that nature. 
American Journal of Sociology. 
Socialism and Social Movement, Warner Sombart. 
Dutton Statistical Abstract of the United States. 
American Yearbook, Appleton. 
World Almanac. 



FOR SOUTH DAKOTA 131 



VOCATIONAL COUKSES 



AGRICULTURE 

(One unit.) 

Like all other subjects in this division, agriculture requires 
laboratory work. About two fifth of the time allotted to the study 
of agriculture should be devoted to work in the laboratory. Much 
supplementary work in the nature of assigned readings, observation 
trips and visits to well organized farms should be given. 

The school should not attempt to conduct an experiment plot un- 
less provision can be made for thoroughly caring for it during the 
entire season. In some cases, the securing of one or more plots from 
neighboring farmers with the understanding that the farmers pro- 
vide the necessary team work on the plots may be found practical. 

It is not intended that the outline here given should be followed 
exactly, as the order of study will necessarily depend upon the varying 
conditions in different localities. The outline, therefore, is only sug- 
gestive. Sixty experiments should be the minimum required in labor- 
atory work and note books should be graded as in other laboratory 
subjects. 

The following subjects are suggested for study: 

Conditions necessary for plant growth: moisture, warmth, plant 
food, mechanical support. 

Food necessary for plant growth: organic, mineral. 

Origin of soil and the agencies of formation. 

Physical properties of soil: soil water and its control, drainage 
and tillage. 

Organic matter of soils; its preservation and increase. 

Study of corn botanically, history of development, scoring and 
selecting. The same study applied to oats, wheat, barley, potatoes 
and alfalfa. 

The treatment of seeds subject to rust, smut and scab. 

The study of vegetables and gardening. 

Care of fruits characteristic to locality. 

Spraying for insect pests and fungous diseases. 

The harvesting and marketing of grains and fruits. 

Animals: breeds of horses, beef and dairy cattle, sheep, swine, 
and poultry. 

Attention should be called to the matter of making silage and 
its value as a feed. 

Practice in securing soil samples. 

Collection of types of soils. 

Determining effects of drainage and slope on temperature 
of soils. 

Determination of effect of temperature on germination of seeds. 

Determination of effect of depth of planting on germination 
of seeds. 

Determining water holding power of various soils. 

Collect, name and tabulate at least twenty-five weeds of com- 
munity. 

Get sample of clover, alfalfa and timothy seed and examine for 
weed seeds by comparison with standard collection. Determine per- 
centage of purity. 

Test vitality of clover, alfalfa, corn and oats. 

Test various seeds. 



132 HIGH SCHOOL MANUAL 

Examine plants of wheat and other cereals, as to arrangement of 
spikelets, number and arrangement in each head. 

Determine average number of leaves to plants of corn, and 
amount of leaf surface. 

Study clover and alfalfa plants botanically. 

Treat various grains for fungous diseases. 

Determine effect of temperature on germination of seeds such as 
clover, beans, melons, cabbage, wheat, corn and oats. 

Determine grades of various samples of grains. 

Procure score cards and score corn, wheat and oats. 

Laboratory work in connection with Animal Husbandry will be 
primarily the scoring and judging of various animals and testing 
milk. 

References should be made to farm management, especially as to 
the choice of land, labor, business management, marketing, records 
and expenditures, the modern home, convenience and desirability. 

BIBLIOGRAPHY 

1. Assentials of Agriculture (Waters), Ginn & Co., Chicago. 

2. Nature Study Agriculture (Skilling), World Book Co., Yonkers 
on Hudson, New York. 

3. Field Crops (Wilson and Warburton), Webb Publishing Co., St. 
Paul, Minn. 

4 . Farm Papers, State and U. S. Dept. of Agri., Washington, D. C, 
Bulletins. 

5. Dairy Farming (Eckles and Warren), Macmillan Co., New York. 

6. Farm Friends and Farm Foes (Weed), Heath and Co., Chicago. 

HOME ECONOMICS 

The purpose of this department is to teach girls the simple pro- 
cesses necessary to efficient home making. This will include in- 
struction in feeding and clothing the family, care of the sick and 
of children, management of the home, laundry, economical expendi- 
ture of the income, selection of the home, its equipment and fur- 
nishing. It is important that the course should include instruction 
concerning the opportunities and responsibilities of women as citizens. 

Classes in Home Economics should meet daily, a double period 
being allowed for the work. The plan which provides for work in 
foods and clothing to be offered on alternate days is not generally 
satisfactory. It is much better to offer the work in alternate semes- 
ters or quarters (nine weeks). Still better is the "unit plan" by 
which the work is offered in short units, varying in length according 
to the content of the unit, i. e., garment making, meal preparation, 
laundry and care of the sick. 

STUDY OF FOODS 

The aim of this phase of Home Economics is to give the girls 
training that will enable them to select, prepare and serve balanced 
meals, taking into account the needs of the group and considering 
economy of time, money and effort. The preservation of foods is of 
great importance and should be included in the course. 

The plan of work and method of presentation must be adapted 
to the needs of the group being taught, but should include the fol- 
lowing: 

1 . Kitchen and equipment. Selection, use, care, methods of cleaning. 

2. Skill in manipulation. Accurate measurements, neatness, good 
management, ability to judge finished product. 

3 . Classes of foods. Examples, composition, digestion, uses, prin- 
ciples of cookery. 

4 . Food preservation. Canning, drying, pickling. 



FOR SOUTH DAKOTA 133 

5 . Preparation and serving of meals. Emphasis should be laid on 
family service and very little time given to formal or elaborate 
serving. 

6 . Marketing. A knowledge of source, manufacture and food value 

of food products is necessary in order to market wisely. 

7 . Dietetics and nutrition. 

8. Invalid cookery. (May be offered in Home Nursing course.) 

CLOTHING 

The work in clothing should enable the girls to: 

1 . Interpret, alter and use simple commercial patterns. 

2 . Use the sewing machine and its attachments. 

3. Do practical hand work (basting, hemming, button holes, fasten- 
ings, seam finishes and simple decorative stitches.) 

4 . Understand textile fibers sufficient to be able to purchase in- 
telligently. 

5 . Plan garments with knowledge of appropriateness of pattern and 

material to types of individuals. 

6 . Consider economy in the expenditures of time, energy and money. 

7 . Care for, repair, and remodel clothing. 

The following garments are suggested as suitable for teaching 
the principles outlined: 
1 . Bags — may be used as a first problem if it seems necessary to 

begin on something very simple. (In many cases should be 

omitted from course.) 

2 . Kimona apron or night gown. 

3 . Bloomers or underskirt. 

4 . Middy blouse, skirt or men's pajamas. 

5. Dress of wash goods (gingham for example.) 

6. Wool dress — preferably a "make over" problem. 
7 . Children's clothing — dresses and rompers. 

8 . Knowledge of silk materials should be obtained by use of trim- 
mings and the making of a simple blouse of pongee or wash 
silk. 

It is valuable training for the girls to keep a clothing expense 
account. Interest is stimulated by finding the yearly average of 
the class. Millinery may be used as supplementary work or offered 
as elective to advanced classes, but is not recommended as a part of a 
two-year course. 

SHELTER 

Since a home maker is concerned with problems of shelter as 
well as of food and clothing, one or more units of work should be 
offered which will provide instruction in: 

I. Home furnishing. Emphasis on: 

1 . Color harmony 

2 . Simplicity 

3 . Choice and arrangement of furnishings, rugs, pictures and 
hangings. 

4 . Wall finishes, floor coverings. 

5 . Refinishings and redecorating. 

II. House Management. 

1 . Cleaning. 

2 . Laundry. 

3 . Choice and arrangement of equipment. 

4 . Labor saving devices. 

5 . Plumbing, sanitation, water supply. 
6 . Household budget. 



134 HIGH SCHOOL MANUAL 

HOME NURSING AND CHILD CARE 

One or more units should be offered in this line. • It is not in- 
tended to make trained nurses of the girls and the instruction should 
include only such proceeses as may be successfuly carried on by the 
home nurse such as: 

1 . Selecting and preparing food for children and invalids. 

2 . Simple sick room care. 

3 . First aid. 

4 . Bathing and dressing children. 

5 . Personal hygiene. 

6 . Sanitation and cleanliness. 

7 . Precautions in avoiding contagious diseases. 
8 . Importance of proper food and clothing. 

9 . Observance of simple rules of health. 

MANUAL TRAINING 

(Two units.) 

Manual Training was first introduced in various high schools of 
the country with the object of instituting thereby a course of study 
which would hold in those institutions the boys, who previously had 
been leaving school upon the completion of their grade work to 
take something "practical" and "remunerative." 

That this object has been largely attained is evidenced by the 
ever increasing percentage of boys in the graduating classes of our 
high schools; the lads and their parents realize that, although per- 
haps a hardship at the time, the increased usefulness and the more 
rapid advancement of the boy after completion of the course more 
than compensates them for their necessary sacrifices. These parents 
are thus doing much to help raise the general standard of the trades 
in their community and to produce citizens who will be much less 
likely to be imposed upon by either labor leader or capitalist. 

Still another and equally important result is being attained as a 
result of the insistent demand of the engineering college for a better 
preparation on the part of students entering and graduating from 
its various departments. This has made it advisable for all who enter 
technical schools to take with them as many advanced credits as pos- 
sible for two reasons: first, because these advanced credits may be 
attained at much less expense while living at home and attending a 
free public school, and second, and more important still, the time 
saved by having these credits makes it possible for the student to give 
much more time and attention to the purely technical side of the 
college curriculum. It will be evident that the result of this is to 
make for thoroughness in college work and to produce far more cap- 
able men leaving these institutions for active professional life. 

In conclusion and in general, let it be said that work in the 
shops and in the drafting room with the necessary careful manipula- 
tions of tools generates a habit of keen perception, confers accuracy, 
and stimulates a love of neatness. Properly taught, honesty is be- 
gotten, for in the making of things it is impossible to conceal the 
vagueness of ambiguity by ambiguity. 

First Semester — First Year — Mechanical Drawing 

Nothing but neat, accurate and artistic work should be accepted 
in this course. Great care should be taken that all lines and inter- 
sections are clear and accurate. 

In the first semester of the first year, work such as the following 
should be studied: 

Straight lines — Use of T-square, triangles, pencil, ruling pen, di- 
viders and scale, conventional lines, freehand and working sketches. 



FOR SOUTH DAKOTA 135 

Circles — Use of compasses; center lines; cross hatching. 

Tangents — Location of centers and points of tangency. 

Planes of projection — Elementary principles of projection; pro- 
jections of simple geometric figures. 

Revolution of objects — Views of objects in simple and inclined 
positions. 

Developments — Prism, cylinder; pyramid; cone. 

Second Semester — First Year — Woodworking 

The following uses of tools should be taught, and about in this 
order: 

1 . Measuring, squaring, sawing, boring, planing, chiseling, 
gauging, use of spoke shave and scroll saw. 

2 . Upon the introduction of new tools, throughout the course 
the instructor should always teach the economy of keeping tools in 
place, and always ready for immediate use; also instruct the students 
in the art of sharpening the tools used. Benches should never be 
left until everything is in perfect order. 

3 . Whenever necessary, a forty minute period should be given 
to a study of the different stains, fillers and other finishings; and also 
their general uses should be discussed and demonstrated when 
necessary. 

First Year Exercises 

Laundry list, game boards, counting boards, hat rack, bread cut- 
ting board, pencil tray, hammer handle, brush rack, sleeve board, 
coat hanger, book rack, test tube, inclined plane, sled, bracket shelf, 
towel roller, and other projects as desired by class. 

First Semester — Second Year 

Work such as the following should be studied: 

Intersections — Axes in the same plane; axes in different planes, 
isometric and cabinet drawing. 

Freehand and mechanical lettering — Placing; form; slant; spac- 
ing; stroke. 

Working drawings — Furniture. 

Working drawings — Machine parts. 

Second Semester — Second Year 

Joinery — planing joints, gluing (hot and cold), clamping, mor- 
tice and tendon, mitering and general elementary cabinet making, 
plowing and fitting. 

The following is a type of the articles that might be made, how- 
ever, a number of supplementary articles will have to be supplied by 
the instructor according to the needs of the class: 

Bread board for moulding, drawing board, stool, plant stand, 
taboreut, umbrella rack, table, window box, picture framing, sew- 
ing cabinet, music cabinet, bookcase, and other projects desired by 
the class. 

Reference Books for Manual Training 

Bench Work in Wood, W. F. M. Goss, Ginn & Co. 

Correlated Courses in Wood Work, Mechanical Drawing, Manual Arts 

Press. 
Educational Wood Working for School and Home. Macmillan. 
King's Book for Teachers, American Book Co. 

King's Elements of Woodwork and Construction, American Book Co. 
Manual Training, J. M. Tate; School Education Co. 
Problems in Furniture Making, F. D. Crawshan, Manual Arts Press. 
Wood Work, S. E. Richie; American Book Co. 



2 


Smoothing planes. 


3 


Oil stones. 


2 


Turning saws — 18 in. 


1 


Wire scraper. 


3 


Wood files — half round. 


1 


Wood rasp. 


1 


Miter box with saw. 


1 


Oil can. 


8 


Wood screws — small size 


2 


Wood screws — large size. 


;ame. 1 


Hatchet. 


2 


Saw sets. 


1 


Dozen paint brushes. 


1 


Glue pot. 




Glue, shellac, dye. 


1 


Grindstone. 


1 


Emery stone. 


PRINTING 



136 HIGH SCHOOL MANUAL 

Minimum Equipment for Manual Training Department 
Individual Equipment 

1 Bench 1 Bench brush 1 Wood mallet 

1 Back saw 1 Jack plane 1 Try-square 

1 Marking guage 1 Block plane 1 Sloyd knife 

1 Hammer 

General Equipment for Twelve Students 

3 Cross cut saws No. 10. 
3 Cross cut saws No. 8. 
1 Rip saw No. 6. 

1 Rabbet plane No. 5 0. 

2 Cold chisels. 
2 Draw shaves — 10 in. 
2 Steel compasses. 
2 Scrool keys. 
1 Keyhole saw. 
5 Iron screw clamps. 
1 Yankee drill and bits for same. 

1 Ratchet brace. 

2 Nail sets. 

3 Screwdriver bits — assorted. 
2 Counter sinks — assorted. 

1 Scraper with two blades 

2 Steel squares. 

4 Spoke shaves. 



Each subject in a school curriculum, even though it be vocational 
should have a definite educational value. This is true of printing. 
Over nine hundred school plants are in operation in America today. It 
is not conceivable that nine hundred school boards could be deceived 
regarding the EDUCATIONAL value of printing. 

In addition to being a definite part of a curriculum, printing 
readily dovetails into the routine of the school, and the results shown 
have far exceeded the expectations of all those concerned. 

The art of printing embraces practically all the desirable quali- 
ties of education. It involves a good knowledge of grammar, con- 
struction, punctuation, spelling and mathematics. Constant practice 
in the reproduction in type of paragraphs of correct English increases 
the student's vocabulary and his knowledge of construction. The 
brain centers of sight and touch working in conjunction as they do 
in type setting insure effective instruction in spelling. The founda- 
tion stone of printing is mathematics, and a complete study of the 
point system, by which all type matter is set up, is in itself mathe- 
matical training of no mean proportions. 

From the viewpoint of general qualifications, it requires pati- 
ence, taste, ingenuity, and a knowledge of harmony. From a mechani- 
cal or manual viewpoint, it is most exacting. 

While instruction rather than production is the aim, practically 
all of the printing required throughout the school can be produced 
in the High School plant, affording opportunities for the student to 
become acquainted with jobs of varying degrees of difficulty. The 
general printing connected with all phases of school life covers a very 
wide field of experience in the "Art Preservative." 

The outline here submitted is for two years work. The mini- 
mum requirement, when elected, is one year. Two periods of forty 
minutes each are required each day. This is the equivalent, in a 
semester, of fifteen days of eight hours each. Four semesters work 



FOR SOUTH DAKOTA 137 

then gives the pupil sixty days of actual experience. He will have 
acquired a general knowledge of the art of printing during this time 
and his knowledge of any special department of the work can be 
more easily cultivated in a commercial office should he elect to follow 
the art as a profession. 

FIRST YEAR 

(One unit) 

First Month — During the first two weeks, notebook work should 
be given consisting of: definition of printing; description of means 
of printing; type; rules and cuts; preparation of materials; composi- 
tion; imposition; lockup and press work; description of materials used. 

Second two weeks: Studying of the case. Postion of characters 
learned by studying the empty case marked with various letters, 
figures and marks. Diagramming of the case helps pupil remember 
positions. Give a day's notebook work on justification and one on the 
stick and how to use it; setting to measure, holding in hand and how 
to place the characters. Give an examination on notebook work. 

Second Month — Go over examination questions. Study notebook 
work given first month. See that pupil has definite knowledge of 
materials used in setting straight matter. Go over notes on justifi- 
cation and setting stick. Require the setting and spacing of a given 
line. Have pupil read the type in his stick letter by letter. Show 
him how to correct the errors and revise until he has it correct. Ex- 
plain carefully the need of correct spacing. 

After learning to set and correct a line at a time, give copy of 
several lines and require that they be set correctly. Stress justifica- 
tion. Give examination on nomenclature and description. 

Third Month — Go over examination questions and explain thor- 
oughly all errors. Allow student to set a paragraph giving close at- 
tention to indentation and the correction of each line as it is set. 
Pupil should always inquire as to direct division of words. Discour- 
age tendency of spacing too closely. Require careful justification. 
See that pupil learns to read type from left to right. 

Give written work on manner of emptying the stick and practi- 
cal instruction using first one line, then two, etc. Let pupil dis- 
tribute what he has set. Show relation of reading type properly to 
ease and accuracy in distribution. Give examination in nomencla- 
ture and description. 

Fourth Month — Notebook work on the point system. Have pu- 
pil set lines of six, eight and ten point in his stick to show difference 
in size and length of lines. Require setting same paragraphs in dif- 
ferent sizes to show difference in amount of space taken up by each 
in relation to the other. Stress justification, indentation and cor- 
rection of each line as set. 

Pupil should be able to set paragraphs readily and distinguish be- 
tween two or three sizes of type. To require reading letter by letter 
will overcome tendency to read type from right to left instead of 
properly. Examine as before adding work on point system. 

Seventeenth and Eighteenth Weeks. — Review. Have speed tests, 
scoring number of lines set and errors to determine score. Let aver- 
age number of lines equal 250, grading 5 points above 250 for each 
line over average and substracting 5 points for each error and each 
line less than average. 

Pupil should be able to set straight matter and know the names 
of all the various materials used in the process. 



138 HIGH SCHOOL MANUAL 

SECOND SEMESTER 

First Month — Continue straight matter composition. Instruct in 
tieing up type and in taking proofs. Continue work in learning dif- 
ferent sizes of type. Have pupil set the same line in sizes from 6 
to 36 points. Explain carefully the difference by points and practise 
determining sizes by sorting mixed type. 

Explain type used for commercial work other than straight mat- 
ter and start setting simple jobs. Reprint work should be given first 
Work with borders, tables for ruled lines should be avoided. 

Second Month — Job composition continued. Original jobs of a 
few lines may be set if instructor marks sizes and faces of type to be 
used on the copy. Instruct in makeup taking into consideration the 
stock to be used. Explain proper spacing and decoration to obtain 
best appearance. 

Third Month — Student should be instructed in correcting straight 
matter from proofs. Care in handling type should be stressed and 
proper spacing after correction insisted upon. Pupil will learn proof 
reader's marks by practice in a short time. Glancing at copy to dis- 
cover error will show error indicated by mark on proof. 

Fourth Month — Continue work in setting simple jobs. Easy 
tabular work using leaders for cross lines may now be tried. Pupil 
should now learn various rule faces and to distinguish thicknesses of 
body. Distribution of jobs will assist in the pupil's learning various 
faces. 

Student should now be able to set simple reprint jobs readily and 
begin to understand makeup. 

Seventeenth and Eighteenth Weeks — Review straight matter 
composition stressing justification. Review of nomenclature of all 
materials used thus far. 

SECOND YEAR 

(One unit.) 

First Month — Job composition. Tabular and ruled work and 
jobs with borders may now be given. Start with reprint work. In- 
struct carefully in boxing border and proper makeup of job inside 
border. All original work must have the proper rules and type sizes 
indicated by the instructor. 

Second Month — More practical work in the structure of tabu- 
lar forms and ruled work. Accuracy is essential in the building up of 
forms. Practical demonstrations in lockup may now be given. Single 
pages or jobs requiring simple imposition may be worked on by the 
pupil. 

Third Month — Instruction in press work. Care of press. Oiling, 
washing up. Practice in feeding press. Start with cards or stock 
that is easy to feed and run press without form. Nomenclature of 
principal parts of press. 

Fourth Month — Press feeding. Insist on accuracy and not speed. 
Explain how speed hinders accuracy for a beginner. Getting each 
sheet right at 1000 impressions an hour is better than spoiling a 
large number of sheets and using throw-off half the time 1500 an 
hour. 

Seventeenth and Eighteenth Weeks — Continuation of press feed- 
ing. Review of nomenclature, etc. Student should now be able to 
feed easy jobs fairly well. 



FOR SOUTH DAKOTA 139 

SECOND SEMESTER 

First Month — General composition, locking up forms and feeding 
press. Learning to set guide pins. As pins are easily smashed quads 
will be found to be more satisfactory until student becomes proficient. 

Second Month — Rudiments of make-ready for simple forms. Put- 
ting on tympan and setting guide pins. Figuring and cutting stock. 
Inspect each cut to avoid spoilage. 

Third Month — General composition, lock-up and press work. 
Bindery work. Cutting stock. 

Fourth Month — Same as third month. Cutting printed stock, 
tabbing and operation of stapling machine. Operation of punching 
machine. 

Seventeenth and Eighteenth Weeks — General work around shop. 
Examination. 



NOTE: This character (=/=) as used on pages 45, 46 and 47 should 
have been -^ and is the sign of inequality. 



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LIBRARY OF CONGRESS 



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